Παρουσιάζοντας την τελευταία κατηγορία προκαταλήψεων, στο πλαίσιο του προγράμματος eTwinning με το οποίο ασχολήθηκαν οι μαθητές των τριών τελευταίων τάξεων του σχολείου μας, αναφερθήκαμε στις προκαταλήψεις που αφορούν την Πρωτοχρονιά. Οι Ευρωπαίοι συμμαθητές μας ενημερώθηκαν για τις πιο γνωστές ελληνικές προκαταλήψεις της πρώτης μέρας κάθε νέου έτους!
Συνεχίζοντας την αναζήτησή μας στις προκαταλήψεις του τόπου μας, προκειμένου να τις μοιραστούμε με τους Ευρωπαίους συμμαθητές μας, κατηγοριοποιήσαμε τις υπάρχουσες προκειμένου να μπορέσουμε να τις παρουσιάσουμε καλύτερα. Αυτό τον καιρό δουλεύουμε με τις προκαταλήψεις που σχετίζονται με το θάνατο! Δουλεύοντας συνεργατικά με τους Ευρωπαίους συμμαθητές μας, “κρεμάμε” στον ακόλουθο ηλεκτρονικό τοίχο τις προκαταλήψεις που σχετίζονται με θάνατο και κηδείες, προκειμένου να παρουσιάσουμε τις δικές μας, αλλά και να μάθουμε τις δικές τους!
Η δική μας συνεισφορά σε προκαταλήψεις συνοψίζεται και εδώ:
Συνεχίζοντας την αναζήτησή μας στις προκαταλήψεις του τόπου μας, προκειμένου να τις μοιραστούμε με τους Ευρωπαίους συμμαθητές μας, κατηγοριοποιήσαμε τις υπάρχουσες προκειμένου να μπορέσουμε να τις παρουσιάσουμε καλύτερα. Αυτό τον καιρό δουλεύουμε με τις προκαταλήψεις που σχετίζονται με ζώα! Δουλεύοντας συνεργατικά με τους Ευρωπαίους συμμαθητές μας, ‘κρεμάμε’ στον ακόλουθο ηλεκτρονικό τοίχο τις προκαταλήψεις που σχετίζονται με ζώα, προκειμένου να παρουσιάσουμε τις δικές μας, αλλά και να μάθουμε τις δικές τους!
Θα χαρούμε πολύ να μας ενημερώσετε αν υπάρχουν κάποιες που παραλείψαμε εκ παραδρομής ή λόγω άγνοιας! Η δική μας συνεισφορά σε προκαταλήψεις συνοψίζεται και εδώ:
Διαβάστε ΕΔΩ περισσότερες πληροφορίες για την εργασία μας για τις προκαταλήψεις που γίνεται στο πλαίσιο του Ευρωπαϊκού προγράμματος eTwinning.
Δείτε ΕΔΩ την πρώτη κατηγορία προκαταλήψεων που παρουσιάσαμε και σχετίζονται με αντικείμενα του σπιτιού!
Προκατάληψη είναι η πεποίθηση εκείνη που δεν στηρίζεται σε λογική επιχειρηματολογία και υποστηρίζεται συνήθως από τις παραδόσεις, περνώντας από γενιά σε γενιά. Υπολαμβάνεται ως μια γνώμη ή ένα σύνολο γνωμών ή ακόμα και ως ολόκληρη θεωρία η οποία έχει σχηματισθεί κατά έναν μη επιστημονικό τρόπο κοινώς αποδεκτό, αλλά και μια τοποθέτηση που περιλαμβάνει συναισθήματα (φόβο, περιφρόνηση, απέχθεια κ.α.). Πολλές Ευρωπαϊκές χώρες έχουν προκαταλήψεις, οι οποίες κατά ένα μεγάλο μέρος πηγάζουν από τις θρησκευτικές πεποιθήσεις.
Φέτος, οι μαθητές των τριών τελευταίων τάξεων του σχολείου μας μαζί με την καθηγήτρια Αγγλικών, κα Παρασκευή Χαμηλού, αποφάσισαν να ασχοληθούν με την παρουσίαση των Ελληνικών και τοπικών προκαταλήψεων και να γνωρίσουν τις αντίστοιχες των Ευρωπαίων συμμαθητών τους. Το έργο αυτό εντάσσεται στο Ευρωπαϊκό πρόγραμμα ηλεκτρονικής αδελφοποίησης eTwinning και φιλοδοξεί να εμπλέξει τους Ευρωπαίους μαθητές στην καταγραφή και τον διαμοιρασμό των εθνικών τους προκαταλήψεων, αποσκοπώντας στη βελτίωση της παραγωγής γραπτού λόγου και κατανόησης γραπτού κειμένου στα Αγγλικά, στην εξοικείωση με την τεχνολογία και τους άλλους πολιτισμούς και στην καλλιέργεια της ανοχής στη διαφορετικότητα.
Ο τίτλος του εν λόγω eTwinning έργου είναι Superstitions in Europe. Τα μέχρι τώρα συνεργαζόμενα σχολεία είναι τα ακόλουθα: Szkoła Podstawowa z Oddziałami Integracyjnymi Nr 40 im. Mieszka I w Poznaniu (Poznań, Πολωνία), Hasan – Şükran Saruhan Ortaokulu (Etimesgut, Τουρκία) και Yavuz Selim İlkokulu (Yomra, Τουρκία). Ο ρόλος του σχολείου μας και του Πολωνικού είναι συντονιστικός.
Superstition is the belief in supernatural causality—that one event causes another without any natural process linking the two events! Many – if not all – European countries have superstitions and most of them are usually related to religion. This project aspires to involve European learners in the recording of and sharing their national superstitions, while improving their writing and reading skills in English, familiarizing themselves with technology and other cultures and becoming more tolerant with diversity.
Main aims:
1. To improve the learners’ writing and reading skills in the target language
2. To familiarize the learners with technology (emails, forums, chats, educational web tools, search engines, etc)
3. To develop the learners’ tolerance with diversity
Secondary objectives:
1. To develop cooperative learning – while working in groups and cooperating with their European peers
2. To introduce strategies that help to improve the learners’ writing and reading skills
3. To promote learning with a real-life purpose (mainly writing for a real audience and reading authentic texts)
4. To make the learners realize the emergence of English as an international language
5. To reinforce the learners’ self-confidence and self-esteem
6. To practice note-taking
7. To exchange teaching strategies, methods and approaches in English Language Teaching (among partner teachers)
Superstitions will primarily be divided into categories that will be agreed upon among partner teachers via emails and Twinspace. For instance:
Category 1: Superstitions related to home routines
Category 2: Superstitions related to animals
Category 3: Superstitions related to weddings
Category 4: Superstitions related to the dead / funerals , etc
Once categorization has been finalized, learners start working on each category on agreed-upon tools. For instance, we create a coopearative padlet for superstitions included in Category 1. Then, we create a cooperative presentation in googledocs for the superstitions included in Category 2, and so on. The cooperative, educational tools will be discussed and agreed-upon among partner teachers. The end products of each category will be uploaded on Twinspace and school blogs. The learners will be introduced and registered as members in the project Twinspace, in an attempt to promote communication with their European peers.
The expected outcomes involve the attainment of the afore-mentioned pursued main and secondary aims and objectives and the publication of the categorized European superstitions. The format of publication will be discussed and determined among partner teachers (school blogs and/or project blog and/or public Twinspace, etc). By publishing our end-products, we aspire not only to create a register of the European superstitions and develop our learners’ self-esteem and self-confidence, but also to promote good teaching and learning practices.
What is actually a day in the life of a fifth grader in the village of Pteleos, Greece? Let’s find out!
Οι μαθητές της Ε’ Τάξης του σχολείου μας παρουσιάζουν τον εαυτό τους σε μια εργασία που πραγματοποιήθηκε στο πλαίσιο του μαθήματος των Αγγλικών. Με απώτερο στόχο την συγγραφή κειμένου στα αγγλικά με κίνητρο και στόχο που προσομοιάζει στην πραγματική ζωή, οι μαθητές παρουσιάζουν τον εαυτό τους στους φίλους τους δι’ αλληλογραφίας μέσω eTwinning και στο σχολικό ιστολόγιο!
Our 5th grade learners can work miracles with a piece of paper, a pencil and crayons! Writing with a real-life purpose and motive, our learners present themselves to their Turkish pen-pals via eTwinning and to the world via the school blog!
Since the beginning of this school year, the Primary School of Pteleos has been involved in an eTwinning project that includes exchanging English school newspapers with other European Primary Schools ( St Mary’s Primary Duntocher, Clydebank, United Kingdom, Ulubatlı Hasan İlköğretim Okulu, Kocaeli, Turkey, Szkoła Podstawowa nr 1 im. Feliksa Nowowiejskiego w Barczewie, Barczewo, Poland, Samanyolu Ilköğretim Okulu , Ankara, Turkey and Öğretmen Mediha Mehmet Tetikol İlköğretim Okulu, Tekirdağ, Turkey. Their English school paper is called «Our World» (see their first issue here and their second issue here) and their third issue is ready! You can enjoy it here: APRIL ISSUE (3) – OUR WORLD – PRIMARY SCHOOL OF PTELEOS. You can also download the small magazine we issued along with the third issue of our newspaper “Our World” , written by our 2nd graders in their native language of course: WRITING ABOUT PTELEOS.
Our 4th grade English course book invites learners to take an interview from a person who does any kind of job. Our 4th grade learners decided to take an interview from a local architect.
Interview with an Architect
by Vasso Boukorou and Zoe Gerogiakomou (4th grade)
In March we took an interview from Ms. Christina Theodororopoulou who is an architect. We want to find more information, because the job of the architect is interesting.
Do you only have work in Magnesia? If not, do you have more to do in Magnesia or somewhere else? I work everywhere, but more in Magnesia.
What does inspire you to sketch a house? I always have an idea of the place where the house will be. If the building is on a mountain or in the sea, the design will change.
How many years must someone study to do this job? In Greece, it takes five years. You can also have postgraduate studies which is for two more years or you can get a specialty.
Was the university difficult? No, it wasn’t very difficult. The lessons of the examinations were complex. There was not much theoretical examination, but there was a lot of sketching.
Is it difficult for someone to find a job as an architect? No, it isn’t difficult. You can work on your own, in a company, or work as a municipal clerk.
Can an architect decorate a house? Yes, of course he or she can decorate a house. S/he can change the colours, the furniture arrangement, the lights, s/he can even sketch new furniture.
Is it lucrative this job? It can be a lucrative job if one works with building licenses, renovations of houses and decorations.
Do you cooperate well with the workers? Yes, I cooperate very well with the workers because the sketches are easy to understand and we learn from each other.
Do you wear special clothes when you supervise the workers? Special clothes are not necessary. They have to be comfortable and casual. In big construction areas it is necessary to have a helmet on your head.
How many hours do you work per day? It actually depends on how much work you have to do, but it is definitely more than 8 hours.
Which is the most important sketch you have made? It’s the Museum of the Senses, which allows visitors to touch its surface and change it depending on their feelings at that moment.
Have you also designed other big buildings? I have designed two hotels. One of them is on the mountain and the other one is near the sea.
We would like to thank Ms Theodoropoulou for kindly and willingly answering our questions!
EASTER CUSTOMS
by our 5th graders
Our school participates this year in an eTwinning project that involves learners in exchanging customs and traditional dances with other European schools. For the upcoming exchange, our 5th grade learners have prepared presentations of the Greek Easter customs and of other information related to Easter that they looked up on the internet!
Easter in Greece
by Valentina Velikova
During Easter week Greek people do not eat meat, fish or milk. They go to the church every afternoon.
On Easter Thursday Greek housewives dye red eggs and bake ‘’tsoureki’’, a traditional sweet bread. At night, women decorate Christ’s Epitaph with beautiful flowers.
On Easter Friday night the Epitaph goes around the village or town, followed by people who hold candles. This is like a funeral, so everybody is sad.
On Easter Saturday we go to church at night and at 12 at midnight we celebrate Christ’s resurrection. Then, we go home and eat “magiritsa’’, a soup with animal liver, lungs and intestines. It sounds disgusting, but it is really tasty!
On Easter Sunday we roast a lamb and we hit each other’s red eggs. We listen to music and we dance. We usually celebrate Easter Sunday with our family.
Easter Sunday in Greece
by Kosmas Gourgiotis
At Easter I go to the church. After that, I help my dad to roast the lamb. Then, we light a fire to roast it. We eat the lamb, but we also eat ‘kokoretsi’ and ‘kontosoufli’ with my parents. We drink wine and hit each other’s egg. Some people shoot with a gun in the air. I drink coca cola. At the end of the lunch we dance.
Easter in Skiathos
by John Kalantzis
Skiathos is one of the few areas in Greece that follows the Easter ritual of Agion Oros (a Greek area full of Orthodox monasteries with monks – women are not allowed in).
About 4:00 in the morning of the Easter Saturday, the Epitaphs from the two churches are carried out and they pass around the town.
The Epitaphs go along the narrow streets and paths of the island. People in all the houses have turned on the lights. The frankincense smells great! The two Epitaphs come back and meet at the church of the ‘Three Hierarchs’ and all the people come together and continue passing around as a group. They all go back to the churches at about 5:30 in the morning.
The people in the morning get ready for the Easter Saturday night celebration that is the Christ’s resurrection.
The red eggs
by Helen Kaltsouni
The red eggs of Easter. The eggs are a symbol of life and birth in many cultures. Especially the red eggs have been used in celebrations in China from the 5th century and in Egypt from the 10th century. It is in the 17th century that we find them in Christians and Mohammedans. For the early Christians the red egg is the symbol for Christ’s resurrection. In the Middle Ages people dyed red eggs to give them as presents for Easter.
Easter eggs with red colour. Some believe that people dye red eggs as a memory of the Christ’s blood, which He poured out for us, the people. Red is the colour of pleasure too. For some people, it is a symbol for the pleasure for Christ’s resurrection. The dying of the eggs was done on Easter Thursday, so it also called Red Thursday. In the past, the saucepan where they dyed the eggs had to be new and the number of the eggs had to be certain and they kept the red paint for forty days and they didn’t pour it out of the house. The colours for the eggs were made from different plants, like onions, poppies, violets etc. But the red colour was and is always the most favourite colour for the Easter eggs. Nowadays, most housewives use some kind of powder they buy from the supermarkets, giving thus the eggs a vivid red colour.
Natural decals. In the old times they chose leaves from plants and flowers and they put one of them on each egg. Then, they rolled up an old sock all over the egg, which they made secure with a string and then they dyed the Easter eggs.
The first dyed red egg. In the past, the first egg which they had dyed was for Virgin Mary and they put it at the shrine. Holding the egg, they were forming a cross in the air in front of the children to protect them from the evil eyes.
The resurrection of Jesus
by George Papargiris
Every Easter Saturday morning we go to the church. After the church the housewives make mageiritsa, a traditional Easter soup. The men prepare the lamb for Easter Sunday. In the evening we go again to the church and we celebrate Christ’s resurrection by lighting our candles with the Holy Flame. Then, we go home and form a cross on the upper part of our house door frame for good luck. After that, we enjoy our dinner as the fasting period is over. In the morning we go to the church. After the church we cook the lamb. At noon we eat the lamb and we drink wine. Easter is a very big celebration.
Easter rabbits
by Danae Xiromeriti
The Easter rabbit was actually a bunny. For the Saxons the bunny was the symbol of the goddess Eastre, who was celebrated in spring. This is where the word ‘Easter’ comes from in English. For the Kelts and Scandinavians, the bunny is the symbol of the goddess of motherhood and the spring fertility. The traditional bunny which brings eggs to children is of German origin. In Greece, every child’s godmother buys him or her a chocolate Easter bunny or egg. Do you know what they offer in some other countries?
In Australia they offer chocolate roosters.
In Sweden they offer chocolate foxes.
In France they offer chocolate bells.
In Great Britain they offer chocolate bunnies.
The Sunday before Easter
by Valentina Velikova
On Sunday before Easter we celebrate the entrance of Jesus Christ in Jerusalem. All of the churches are decorated with bay tree leaves and olive tree leaves. People who go to church on that day take tree leaves from the church at home.
In the old days, people used to give bay tree leaves to the newly-married couples for good luck. They also believed that these bay tree leaves would bring fertility to the couple.
People also believed that hitting someone with bay tree leaves had a healing power. They also used to hit their houses, their animals, their fields, their boats, etc for good luck.
Our 4th grade English book invites learners to write poems about seasons. Here is Zoe’s inspiration:
SUMMER
by Zoe Gerogiakomou (4th grade)
The sun is shining
Summer is here.
The children are swimming
Summer is here.
We go on holiday
Summer is here.
The children are eating ice-cream
Summer is here.
WINTER
by Zoe Gerogiakomou (4th grade)
We go skiing
Winter is here.
We make a snowman
Winter is here.
It’s snowing
Winter is here.
Santa-Claus is coming
Winter is here.
AN ENVIRONMENTAL PROJECT
by our 5th graders
The 5th Unit of the 5th grade English book invites learners to take action and work on an environmental project. It is with great excitement and enthusiasm that our 5th grade learners worked on finding a project that would help people realize the dangers against our planet and locate local environmental issues.
On a local level, our learners decided to hold a photo exhibition within the school, in order to show the beautiful aspects of Pteleos. Unfortunately, upon moving around the village and taking beautiful pictures, they discovered some ugly parts of Pteleos, full of rubbish! It was this moment that their pre-planned photo exhibition got its extra section, the embarrassing aspects of Pteleos. Here are only some of the pictures they took:
The photo exhibition will be held at our school entrance after Easter holidays, so our 5th grade learners decided to send a letter to the Mayor, in order to invite him to their exhibition and inform him about their findings. Here is the letter they wrote (in Greek, of course!):
Αξιότιμε κ. Δήμαρχε,
Είμαστε οι μαθητές της Ε’ Τάξης του Δημοτικού Σχολείου Πτελεού και σας γράφουμε για να σας γνωστοποιήσουμε τα αποτελέσματα μιας εργασίας μας.
Αυτή τη χρονιά, το βιβλίο των Αγγλικών μας είχε ένα κεφάλαιο με θέμα το περιβάλλον. Αποφασίσαμε όλοι μαζί να κάνουμε μια έκθεση φωτογραφίας. Θα παρουσιάζαμε όμορφα τοπία του χωριού μας. Αρχικά, πήγαμε με την καθηγήτριά μας και φωτογραφίσαμε μαζί τη φύση, αλλά το επόμενο Σαββατοκύριακο οργανωθήκαμε σε ομάδες και σκορπιστήκαμε σε διάφορα μέρη της περιοχής. Δυστυχώς, ανακαλύψαμε και κάποια άσχημα τοπία, γεμάτα σκουπίδια, και αποφασίσαμε να τα φωτογραφίσουμε και αυτά. Η έκθεση φωτογραφίας μας, λοιπόν, θα περιλαμβάνει τις ωραίες, αλλά και τις άσχημες εικόνες του Πτελεού και θα φιλοξενείται στην είσοδο του σχολείου μας μετά τις διακοπές του Πάσχα.
Θα ήταν μεγάλη μας χαρά να επισκεφθείτε την έκθεσή μας, να σας ενημερώσουμε για τις ανακαλύψεις μας και να σας παρακαλέσουμε και από κοντά να κάνουμε κάτι όλοι μαζί γι’ αυτή την κατάσταση. Τώρα που πλησιάζει το καλοκαίρι και θα έρθουν τουρίστες, θα είναι άσχημο να αντικρύσουν τις βρώμικες περιοχές και να μην ξαναέρθουν στο χωριό μας. Αν σας είναι δύσκολο να έρθετε στο σχολείο μας, μπορείτε να επισκεφθείτε το ιστολόγιο του σχολείου μας (https://blogs.sch.gr/dimptemag/) και να πάρετε μια γεύση από την έκθεση φωτογραφίας που διοργανώσαμε.
Με εκτίμηση,
Ιωάννα Σκούρα
Γιάννης Καλαντζής
Έλενα Καλτσούνη
Δανάη Ξηρομερίτη
Κοσμάς Γουργιώτης
Αλέξανδρος Παρδαλός
Ελένη Αλαμανιώτη
Βαλεντίνα Βελίκοβα
Γιώργος Παπαργύρης
Except for the photo exhibition, our 5th grade learners decided to organize a drawing competition, inviting learners from their school, as well as learners from other Greek or European Primary Schools to participate. The topic of the drawings will be “Save the Planet” and all participants will have to draw on an A4 piece of paper and send their drawing to our school. Here is the poster they prepared:
Here is an inspiring video we found on SchoolTube:
Since the beginning of this school year, the learners of the Primary School of Pteleos have been exchanging national traditions and customs with learners that come from other European countries. Recently, we exchanged presentations of our national carnival customs. Our 5th grade learners wrote related articles for their English school newspaper “Our World” and sent them to the cooperating European Primary Schools (eLearning Centre, Floriana, Malta, Karacaoğlan İ.Ö.O / Primary School, Adana, Turkey, Scoala gen. nr. 2 Codlea, Codlea, Romania, St. Clare College, San Gwann Primary A, San Gwann, Malta, TEVFİK YARAMANOĞLU İLKÖĞRETİM OKULU, MERKEZ, Turkey, Samanyolu Ilköğretim Okulu , Ankara, Turkey and the Primary School of Politika, Evia, Greece). The learners’ articles have been accompanied with the following presentations, both in English and Greek:
Our 5th grade English coursebook presents in the form of a listening practice task the pancakes, a delicacy that is usually included in the English breakfast. Our learners, triggered by the discussion in the classroom, found information about the English breakfast and wrote articles about it. In addition, having tasted the English breakfast at school, they presented their thoughts and impressions for the English school paper! Finally, they wrote recipes for the pancakes!
English breakfast at school
by John Kalantzis (5th grade)
In February we decided to have an English breakfast at school.
Our English teacher made pancakes and she brought cornflakes and tea. My classmates and I bought milk, honey, chocolate and strawberry syrup.
When we started to eat I felt great. First, we ate cornflakes and after that we ate the pancakes. They smelled fantastic! After that, we drank a cup of tea.
That day I was excited because I think that it was fantastic and I want to do it again one day!
English breakfast at school
by Helen Alamanioti (5th grade)
English breakfast at school is very beautiful, because we eat a lot of different things for breakfast: pancakes, tea, praline, marmalade, milk with corn flakes. It’s a very good breakfast and we like it. And we said thank you, miss and you did a lot of things for us!!! THANK YOU VERY MUCH FOR EVERYTHING!!!
English breakfast at school
by Kosmas Gourgiotis (5th grade)
I liked English breakfast at school. English people have a good breakfast for children. I want to eat again English breakfast, I liked it very much. My friends liked English breakfast, too.
English breakfast at school
by Danae Xiromeriti (5th grade)
Last Wednesday we had English breakfast with our English teacher, Miss Vivi Hamilou. The children brought different things. We were all excited and impatient, because we had never eaten English breakfast before!
The food that we ate was delicious! We ate a lot! We ate pancakes that our English teacher cooked. We ate the pancakes with jam, honey and praline. The children who ate a pancake with praline could not eat another one because they had enough! We drank tea, but some children who didn’t like it drank water.
I think this breakfast was fantastic and delicious and I am going to eat it every morning!
English breakfast
by George Papargiris (5th grade)
In England people eat a very big breakfast. They eat pancakes, milk, eggs, and tea. That’s very good because people work better. Some students did a recearch on the good breakfast. Some kids ate a big breakfast and the other kids drank only milk. Then they wrote a test. The children who ate a big breakfast did very well at the test, but the children that drank only milk did not write very well.
English breakfast
by Helen Kaltsouni (5th grade)
People in England believe – and that’s right – that breakfast must be the main meal of the day, because they all need energy and strength for the rest of the day.
So, they all have a rich breakfast that has cereals with milk, eggs with bacon, sweet pancakes and they drink fresh orange juice and, of course, hot tea! People in England drink a lot of tea in the mornings and in the afternoons.
We should all do the same and we should all have a good breakfast, so we will be able to continue our day and be creative!
Pancakes
by George Papargiris (5th grade)
Ingredients:
Solid ingredients
2 cups of flour
2 tablespoons of baking powder
2 tablespoons of sugar
Some salt
Vanilla
Liquid ingredients
2 cups of buttermilk (or milk)
2 eggs
2 tablespoons of olive oil
Procedure:
Sift the flour and pour all the solid ingredients in a bowl. Then pour the liquid ingredients in a bowl and mix. Pour the solid ingredients in the mix with the liquid ingredients. Mix them and wait for 5minutes. Warm a frying pan for 5 minutes. Pour a little oil or butter in the frying pan. Pour half a cup of the dough in the frying pan. Be careful, the fire must be medium! When you see small bubbles, you must turn around the pancake. Put each cooked pancake one on top of the other and serve with praline, jam or honey!