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The document discusses wanting to be a lawyer and lawyers who work in court defending people's rights. Lawyers are mentioned as a career choice and their work in the legal system. Some references are made to a father's tile work but the main focus is on becoming a lawyer and what they do.
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Task2
This document contains information about 3 students - Buse Çokar, Sude Kalkan, and Havva Ersoy who are all in class 6-B. It provides details about each student's name, their mother and father's names, ages, and occupations. Buse's mother Kadriye is 33 and a housewife, her father Ümit is 36 and a farmer. Sude's mother Şermin is 34 and a housewife, her father Sedat is 36 and works in construction. Havva's mother Ünzile is 36 and a housewife, her father Bayram is 40 and works in construction.
Task
Three 11-year old students from class 6-B shared their future career aspirations. Buse wants to be a class teacher to educate children. Sude dreams of becoming a lawyer to work on legal issues. Havva hopes to work as a doctor to examine and help patients.
Il lavoro che sogno arianna melato
Arianna introduces herself and says she would like to become either a dancer or a dance teacher when she grows up. She lists dancer and dance teacher as two potential careers she is interested in pursuing that involve dance. She thanks whoever is watching or reading for their time.
Growing together in changing seasons
This document contains poems, writings, and pictures about the four seasons - spring, summer, fall, and winter. The poems describe the beauty of spring with daffodils and clover fields, lazy summer days in the grass, the chill of winter with snow and ice, and fall bringing cooler weather and harvest time. The writings provide more details about the weather, nature, and typical activities for each season. Pictures further illustrate the seasons by showing natural scenery, plants, and animals commonly associated with spring, summer, fall, and winter.
2ο γυμνάσιο χολαργού
The 2nd Gymnasium of Cholargos is a school located in northeast Athens near Mount Ymittos, with views of the mountain from the school. The front entrance of the school opens to a courtyard where students participate in biological cultivation projects.
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Task2
This document contains information about 3 students - Buse Çokar, Sude Kalkan, and Havva Ersoy who are all in class 6-B. It provides details about each student's name, their mother and father's names, ages, and occupations. Buse's mother Kadriye is 33 and a housewife, her father Ümit is 36 and a farmer. Sude's mother Şermin is 34 and a housewife, her father Sedat is 36 and works in construction. Havva's mother Ünzile is 36 and a housewife, her father Bayram is 40 and works in construction.
Task
Three 11-year old students from class 6-B shared their future career aspirations. Buse wants to be a class teacher to educate children. Sude dreams of becoming a lawyer to work on legal issues. Havva hopes to work as a doctor to examine and help patients.
Il lavoro che sogno arianna melato
Arianna introduces herself and says she would like to become either a dancer or a dance teacher when she grows up. She lists dancer and dance teacher as two potential careers she is interested in pursuing that involve dance. She thanks whoever is watching or reading for their time.
Growing together in changing seasons
This document contains poems, writings, and pictures about the four seasons - spring, summer, fall, and winter. The poems describe the beauty of spring with daffodils and clover fields, lazy summer days in the grass, the chill of winter with snow and ice, and fall bringing cooler weather and harvest time. The writings provide more details about the weather, nature, and typical activities for each season. Pictures further illustrate the seasons by showing natural scenery, plants, and animals commonly associated with spring, summer, fall, and winter.
2ο γυμνάσιο χολαργού
The 2nd Gymnasium of Cholargos is a school located in northeast Athens near Mount Ymittos, with views of the mountain from the school. The front entrance of the school opens to a courtyard where students participate in biological cultivation projects.
eTwinEngland
This document provides information about various restaurants, attractions, and hotels in London. It describes the Breakfast Club restaurant, known for its traditional English breakfasts and 80s theme. It also mentions Pizza Union restaurant, known for its pizza and pineapple vegi pizza. Additionally, it discusses Alexander the Great restaurant, praised as one of the best Greek and Mediterranean restaurants in England. Other sections give brief descriptions of popular London attractions like the London Eye, Tower Bridge, and Buckingham Palace. Hotel Cafe Royal is highlighted as a luxury hotel located in central London charging around 16,000 Turkish Lira per night. Key British customs like afternoon tea, Maypole dancing, and Bonfire Night are also listed.
Corona Bowl
Keloğlan finds a magical bowl inside a crab that he buys at the supermarket. The bowl has healing powers and helps Keloğlan become rich by using it to heal people for money. However, Keloğlan becomes spoiled and arrogant due to his wealth. One day he drops the bowl in the sewer and loses his riches. Keloğlan returns to his simple life with his mother.
Magic Bowl Presentation
Keloğlan finds a magic bowl that fills with water and drains water into jars, filling them with gold. Surprised by this, Keloğlan runs home to tell his mother about the bowl's magic properties. The bowl brings Keloğlan great wealth, making him richer than even the ruler of the country.
Mevlana's story
1. A grammarian criticized a boatman for not studying grammar, saying he had wasted half his life.
2. A storm hit and the boat was caught in a whirlpool, putting them in danger of drowning. When the boatman asked if the grammarian could swim, he admitted he could not.
3. The boatman then remarked that the grammarian's whole life had been wasted, as his grammar skills would not save him from drowning like swimming skills could have.
Sunu (4)
Nasreddin Hoca was invited to a dinner by some gentlemen of Aksehir. He attended in his daily clothes while everyone else was dressed in fancy sequined outfits. Feeling out of place, Hoca went for a jog and put on his embroidered fur coat before returning to dinner. However, he still did not receive a proper welcome. During the meal, Hoca started shaking his fur coat arm on the table and telling everyone to "eat my fur, eat my fur." Later, Hoca explained that without his fur coat, he was not considered a man of status and wanted to establish his reputation.
Eat my coat eat (1)
The Hodja was invited to a banquet but wore everyday clothes, and was ignored by everyone. He went home and changed into his fanciest coat, and upon returning was warmly greeted and invited to eat and drink. When soup was served, the Hodja dipped his coat sleeve into the bowl and said "Eat, my coat, eat!". The startled host asked for an explanation. The Hodja explained that without his fine coat, no one paid attention to him, but wearing the coat, he was offered the best of everything. He concluded it must have been the coat, not himself, who was invited.
Nasreddin Hodja
Nasreddin Hodja was born in 1208 in the village of Hortu in Sivrihisar, Turkey. He studied at a madrasah in Sivrihisar and became the imam of Hortu after his father's death. In 1237, he settled in Akşehir and continued his Islamic studies by listening to lectures from scholars like Seyyid Mahmud Hayrani and Seyyid Hacı İbrahim.
Mevlana
Maulana Jalaluddin Rumi was a famous Sufi scholar born in 1207 in Belh, Afghanistan. He lived in Konya, Turkey and was known for his Hosgoru philosophy. He was given the nickname "Mevlana" which means "Our Lord" and was also called "Rumi" since he lived in Anatolia. However, this document incorrectly states that Mevlana was a dream character rather than a real historical figure who actually lived in the past.
Eat my coat,eat
Nasreddin Hodja is invited to a dinner while working in the field dressed in his work clothes. When no one welcomes him, he returns home to change into his fur coat before going back. At the dinner, Hodja refuses food and instead dips his fur coat into the soup, saying "eat my coat, eat" - using his coat as the meal instead of actually eating. The document also briefly discusses that wealth is not most important, fur does not signify wealth, and invitations are often just for socializing rather than the stated meal.
Hayırseverler Secondary School
Our school offers a variety of extracurricular courses and activities for students including coding and robotics, chess, sports, art, music, and technology design. Students can take part in coding and robotics courses using Twin Science robotic devices, as well as software courses. The school also has a chess and mind games classroom where students are given chess and other mind game courses on weekdays and weekends. Various sports activities are offered in the sports hall such as table tennis, volleyball, football, badminton, and gymnastics. Additionally, art, music, and painting courses are provided in the art street and visual arts classroom on weekends.
Teacher questionary evaluation june 2019
This survey was conducted by Sht.Pi.Onb.OrhanTezcan Primary School in June 2019 to evaluate a European cooperation project called "Game as a Method of Education" that took place between 2017-2019. The survey consisted of questions about teacher expectations, atmosphere of meetings, clarity of information, impact on the school community, feelings of European citizenship, improvements to teaching methodology, organization of activities, student motivation, fulfillment of objectives, recommendations to colleagues, desires to repeat the experience, descriptions of the project, lessons learned, difficult tasks, best moments, and suggestions for future projects. Overall, the teachers indicated that the project activities and mobilities were successful and they gained educational insights as well as personal experiences through
Pupil final evaluation 2019
The document summarizes the results of a final evaluation survey given to pupils about a two-year Erasmus+ project in their school. Over 90% of pupils found the project useful and believed it helped them learn about other European countries and cultures. Most pupils also felt it contributed to their overall knowledge and skill development. The project involved students actively participating in various activities and received positive feedback in evaluations.
Parent questionary evaluation june 2019
This survey of 166 parents from Sht.Pi.Onb.OrhanTezcan Primary School in Turkey found that:
1) 91% of parents were aware of the two-year "Game as a Method of Education" Erasmus+ project conducted at the school.
2) Over 85% of parents supported cooperative work with European partners through Erasmus+ and thought it helped students learn about Europe.
3) Parents saw benefits for students, including learning about different cultures, making lessons more fun through game-based learning, and realizing learning can be fun.
Maths bin game-hungary
Maths is the topic of the document. It discusses a maths game called "Bin game" that is related to Hungary. The document provides little other context or details about maths, the bin game, or its connection to Hungary in just a few words.
Count backwards
This short document contains three unrelated words: Maths game, Count backwards, and Hungary. It does not provide enough context or details to generate a meaningful multi-sentence summary.
Pupil hal ftime evaluation
Nearly all pupils were able to identify at least one key word to describe the project, such as various games, learning through games, friendship among nations, and school visits. The majority of pupils participated in at least two project activities, such as the logo competition, traditional games, story cube, or video conferencing. All students reported enjoying taking part in the activities. The pupils indicated they did not dislike anything about the project. Students learned new things through the project like games from other countries, how school subjects are taught in other countries, and information about the cultures and languages of partner countries. Their top wishes for the future of the project were to have more mobility activities, events with European students, and contact with European friends.
Teacher half term evaluation 2019
This document summarizes a teacher's half-time evaluation of an Erasmus+ project focused on game-based learning. The project helped teachers assess and enrich their teaching methods to create a more engaging learning environment. Both students and teachers benefited from involvement in the project - students were more motivated in their studies and enthusiastic about school, while teachers gained experience with new teaching methods and improved their language skills. Based on positive feedback from participants, organizers hope to create more games and continue involvement in additional Erasmus+ projects going forward.
Parent questionary evaluation june 2018
This survey was conducted by Sht.Pi.Onb.OrhanTezcan Primary School in June 2018 with 138 parents to understand awareness of the Erasmus+ G.A.M.E. project. More than half of parents had heard of the project, and data showed more parents knew the project's aim. Half of parents knew the partner countries involved. Over half had received and read informational brochures about the project. Many parents noticed project posters and billboards around the school. However, most parents said their children had not participated in project activities yet.
Teacher questionary evaluation
More than half of the teachers surveyed felt they had enough information about the phases and activities of the first project year. Using project games in their classes will help teachers have better knowledge for the second year. Most teachers found the internal communication during the project to be sufficient. All teachers indicated that the project's activities were compatible with both the national curriculum and their school's profile. Both students and parents were interested in and appreciated taking part in the project's learning activities.
Handwriting analysis of abilities and educational games
The document analyzes the distribution of educational abilities and games in various subjects and grades based on data from textbooks. It finds that:
1) In early grades, the distribution of abilities vs games varies between subjects like Lithuanian and math.
2) English classes in 3rd grade have far fewer games compared to the number of abilities.
3) Mathematics and cognitive science in 3rd grade have similar numbers of games and abilities.
4) In 4th grade, subjects like math, Lithuanian, and world cognition have fewer games than abilities.
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eTwinEngland
This document provides information about various restaurants, attractions, and hotels in London. It describes the Breakfast Club restaurant, known for its traditional English breakfasts and 80s theme. It also mentions Pizza Union restaurant, known for its pizza and pineapple vegi pizza. Additionally, it discusses Alexander the Great restaurant, praised as one of the best Greek and Mediterranean restaurants in England. Other sections give brief descriptions of popular London attractions like the London Eye, Tower Bridge, and Buckingham Palace. Hotel Cafe Royal is highlighted as a luxury hotel located in central London charging around 16,000 Turkish Lira per night. Key British customs like afternoon tea, Maypole dancing, and Bonfire Night are also listed.
Corona Bowl
Keloğlan finds a magical bowl inside a crab that he buys at the supermarket. The bowl has healing powers and helps Keloğlan become rich by using it to heal people for money. However, Keloğlan becomes spoiled and arrogant due to his wealth. One day he drops the bowl in the sewer and loses his riches. Keloğlan returns to his simple life with his mother.
Magic Bowl Presentation
Keloğlan finds a magic bowl that fills with water and drains water into jars, filling them with gold. Surprised by this, Keloğlan runs home to tell his mother about the bowl's magic properties. The bowl brings Keloğlan great wealth, making him richer than even the ruler of the country.
Mevlana's story
1. A grammarian criticized a boatman for not studying grammar, saying he had wasted half his life.
2. A storm hit and the boat was caught in a whirlpool, putting them in danger of drowning. When the boatman asked if the grammarian could swim, he admitted he could not.
3. The boatman then remarked that the grammarian's whole life had been wasted, as his grammar skills would not save him from drowning like swimming skills could have.
Sunu (4)
Nasreddin Hoca was invited to a dinner by some gentlemen of Aksehir. He attended in his daily clothes while everyone else was dressed in fancy sequined outfits. Feeling out of place, Hoca went for a jog and put on his embroidered fur coat before returning to dinner. However, he still did not receive a proper welcome. During the meal, Hoca started shaking his fur coat arm on the table and telling everyone to "eat my fur, eat my fur." Later, Hoca explained that without his fur coat, he was not considered a man of status and wanted to establish his reputation.
Eat my coat eat (1)
The Hodja was invited to a banquet but wore everyday clothes, and was ignored by everyone. He went home and changed into his fanciest coat, and upon returning was warmly greeted and invited to eat and drink. When soup was served, the Hodja dipped his coat sleeve into the bowl and said "Eat, my coat, eat!". The startled host asked for an explanation. The Hodja explained that without his fine coat, no one paid attention to him, but wearing the coat, he was offered the best of everything. He concluded it must have been the coat, not himself, who was invited.
Nasreddin Hodja
Nasreddin Hodja was born in 1208 in the village of Hortu in Sivrihisar, Turkey. He studied at a madrasah in Sivrihisar and became the imam of Hortu after his father's death. In 1237, he settled in Akşehir and continued his Islamic studies by listening to lectures from scholars like Seyyid Mahmud Hayrani and Seyyid Hacı İbrahim.
Mevlana
Maulana Jalaluddin Rumi was a famous Sufi scholar born in 1207 in Belh, Afghanistan. He lived in Konya, Turkey and was known for his Hosgoru philosophy. He was given the nickname "Mevlana" which means "Our Lord" and was also called "Rumi" since he lived in Anatolia. However, this document incorrectly states that Mevlana was a dream character rather than a real historical figure who actually lived in the past.
Eat my coat,eat
Nasreddin Hodja is invited to a dinner while working in the field dressed in his work clothes. When no one welcomes him, he returns home to change into his fur coat before going back. At the dinner, Hodja refuses food and instead dips his fur coat into the soup, saying "eat my coat, eat" - using his coat as the meal instead of actually eating. The document also briefly discusses that wealth is not most important, fur does not signify wealth, and invitations are often just for socializing rather than the stated meal.
Hayırseverler Secondary School
Our school offers a variety of extracurricular courses and activities for students including coding and robotics, chess, sports, art, music, and technology design. Students can take part in coding and robotics courses using Twin Science robotic devices, as well as software courses. The school also has a chess and mind games classroom where students are given chess and other mind game courses on weekdays and weekends. Various sports activities are offered in the sports hall such as table tennis, volleyball, football, badminton, and gymnastics. Additionally, art, music, and painting courses are provided in the art street and visual arts classroom on weekends.
Teacher questionary evaluation june 2019
This survey was conducted by Sht.Pi.Onb.OrhanTezcan Primary School in June 2019 to evaluate a European cooperation project called "Game as a Method of Education" that took place between 2017-2019. The survey consisted of questions about teacher expectations, atmosphere of meetings, clarity of information, impact on the school community, feelings of European citizenship, improvements to teaching methodology, organization of activities, student motivation, fulfillment of objectives, recommendations to colleagues, desires to repeat the experience, descriptions of the project, lessons learned, difficult tasks, best moments, and suggestions for future projects. Overall, the teachers indicated that the project activities and mobilities were successful and they gained educational insights as well as personal experiences through
Pupil final evaluation 2019
The document summarizes the results of a final evaluation survey given to pupils about a two-year Erasmus+ project in their school. Over 90% of pupils found the project useful and believed it helped them learn about other European countries and cultures. Most pupils also felt it contributed to their overall knowledge and skill development. The project involved students actively participating in various activities and received positive feedback in evaluations.
Parent questionary evaluation june 2019
This survey of 166 parents from Sht.Pi.Onb.OrhanTezcan Primary School in Turkey found that:
1) 91% of parents were aware of the two-year "Game as a Method of Education" Erasmus+ project conducted at the school.
2) Over 85% of parents supported cooperative work with European partners through Erasmus+ and thought it helped students learn about Europe.
3) Parents saw benefits for students, including learning about different cultures, making lessons more fun through game-based learning, and realizing learning can be fun.
Maths bin game-hungary
Maths is the topic of the document. It discusses a maths game called "Bin game" that is related to Hungary. The document provides little other context or details about maths, the bin game, or its connection to Hungary in just a few words.
Count backwards
This short document contains three unrelated words: Maths game, Count backwards, and Hungary. It does not provide enough context or details to generate a meaningful multi-sentence summary.
Pupil hal ftime evaluation
Nearly all pupils were able to identify at least one key word to describe the project, such as various games, learning through games, friendship among nations, and school visits. The majority of pupils participated in at least two project activities, such as the logo competition, traditional games, story cube, or video conferencing. All students reported enjoying taking part in the activities. The pupils indicated they did not dislike anything about the project. Students learned new things through the project like games from other countries, how school subjects are taught in other countries, and information about the cultures and languages of partner countries. Their top wishes for the future of the project were to have more mobility activities, events with European students, and contact with European friends.
Teacher half term evaluation 2019
This document summarizes a teacher's half-time evaluation of an Erasmus+ project focused on game-based learning. The project helped teachers assess and enrich their teaching methods to create a more engaging learning environment. Both students and teachers benefited from involvement in the project - students were more motivated in their studies and enthusiastic about school, while teachers gained experience with new teaching methods and improved their language skills. Based on positive feedback from participants, organizers hope to create more games and continue involvement in additional Erasmus+ projects going forward.
Parent questionary evaluation june 2018
This survey was conducted by Sht.Pi.Onb.OrhanTezcan Primary School in June 2018 with 138 parents to understand awareness of the Erasmus+ G.A.M.E. project. More than half of parents had heard of the project, and data showed more parents knew the project's aim. Half of parents knew the partner countries involved. Over half had received and read informational brochures about the project. Many parents noticed project posters and billboards around the school. However, most parents said their children had not participated in project activities yet.
Teacher questionary evaluation
More than half of the teachers surveyed felt they had enough information about the phases and activities of the first project year. Using project games in their classes will help teachers have better knowledge for the second year. Most teachers found the internal communication during the project to be sufficient. All teachers indicated that the project's activities were compatible with both the national curriculum and their school's profile. Both students and parents were interested in and appreciated taking part in the project's learning activities.
Handwriting analysis of abilities and educational games
The document analyzes the distribution of educational abilities and games in various subjects and grades based on data from textbooks. It finds that:
1) In early grades, the distribution of abilities vs games varies between subjects like Lithuanian and math.
2) English classes in 3rd grade have far fewer games compared to the number of abilities.
3) Mathematics and cognitive science in 3rd grade have similar numbers of games and abilities.
4) In 4th grade, subjects like math, Lithuanian, and world cognition have fewer games than abilities.
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Zeynep yünaçtı
- 2. I want to be a lawyer. Lawyers in court work.
- 3. I want to be a lawyer, lawyers who defend people's right
- 4. lavyers
- 6. • My father is interested in tile work…..
- 7. Tiles of my father’s work