Vocabulary learning is a significant part of language learning. The more words a student learns, the better s/he becomes at receptive (reading and listening) as well as productive (writing and speaking) skills in the target language!

Every learner has his/her own way of studying/learning/consolidating new vocabulary. If you travel back to the times when you were a learner, you will definitely find you or your fellow classmates writing words in notebooks, making your own dictionaries with new words and their definitions, repeating words in an attempt to memorize them, or grouping them based on their meaning. And, no matter which strategy you followed back then, almost all of them leave you with a sense of dullness, exhaustion and/or vainness.

Nowadays, learners have the opportunity to work with new vocabulary in many more interesting ways, provided that they are willing to devote some time, have access to a computer with internet connection and are introduced to the right sites to refer to in order to pursue vocabulary enrichment. This year, at the Primary School of Efxeinoupoli, Magnesia, Greece, we are trying to make vocabulary learning and revision a bit more fun, by exploiting the Digital School and Photodendro! Learners will be introduced to specific links suggested by the enriched version of the digital school book and found at the digital educational repository called Photodendro.

Having, for instance, introduced the very first pages of the Unit 1 in the 5th and 6th grades, learners now have the opportunity to visit the school blog and practice with different vocabulary tasks related to the lessons we had in the aforementioned classes. To be more precise, 5th graders are invited to practice email reading and writing, and vocabulary related to computer parts, whereas 6th graders have the opportunity to revise countries and nationalities, as well as flags and Geography!

All of my 5th and 6th grade learners promised to work on these tasks as they were intrigued when they were presented with their content today and they said they would have plenty of time to devote over the weekend! And, although it is too soon to tell how this whole effort goes, their wide open, sparkling eyes tell me that vocabulary learning and revision may become indeed more fascinating and effective!

Have a great weekend, everyone! 😉

1st graders

1st graders

Everybody knows it, 1st graders in Primary Schools are heart stealers! It is unavoidable, teachers, no one can resist bright eyes, smiley faces, lively creatures,cheerful attitude, positive aura and readiness to be part of a team!

This year, at the Primary School of Efxeinoupoli, Magnesia, Greece, after discussing with the 1st graders about what is the English language and why it is important to speak it well in the future, they realized that they already speak English without ever knowing or noticing it! Having recognized all of the words included in the following presentation, we started pronouncing them like English people do! And they did so well!

happy new school year

“Happy New Year” wishes normally come for everyone around the beginning of January every year. Only if you are a teacher or a student do you appreciate this wish twice a year – early January and early September, when schools start, at least in Greece! And, if you are a teacher, new years always begin in September and last until the end of August, every time! That is when you make sure you have re-arranged your home desk, bookcase and household to best serve your needs (hoping it will last the whole year through), that is when you try to have finished with any possible bureaucratic or other procedures that can only be performed and completed on weekday mornings and, to make a long story short, if you are a teacher, that is the perfect (and only) time of the year for reflections and resolutions for the (school) year to come!

New school year resolutions appear to be almost identical for all teachers who work in similar teaching contexts and have the tendency to repeat themselves every September. Based on experience and long discussions with colleagues, the following list seems to include some of the most common new school year resolutions, mainly for English teachers who work in the public sector in Greece. They are not presented in an order of significance, but they are divided into two categories, the serious and important ones and the less serious, but still important ones:

The serious and important new school year resolutions: 

* Spend more time on lesson planning.

* Improve my classroom management techniques.

* Dedicate more time to each one of my learners (and their parents).

* Try new projects, like Teachers4Europe, or Erasmus +.

* Encourage and promote collaboration with colleagues of the same school.

* Be more organized and prepared in terms of materials.

* Improve my computer-assisted language-learning approach.

* Pursue professional development.

* Try to find/beg for a classroom in school that will be used as an English classroom!

* Be more fun, creative and effective during the lesson, when needed.

* Spend some more time socializing with colleagues (of the same and other schools).

* Tidy my drawer/shelf at school and my handbag more frequently than the previous school years!

* Encourage and promote learner autonomy, do not forget!

* Create a library with English books and dictionaries for the learners.

* Keep my computer files organised, so that I do not have to spend any time during next summer doing that!

* Keep blogging, sharing, exchanging ideas and opinions.

* Support my beliefs, while being more open-minded.

* Be more positive, communicative, cooperative and helpful with everyone at school.

The less serious, but still important new school year resolutions:

* Wear more jewellery, for goodness sake! It does not take up much time to put it on and you have so much of it!

* Change my make-up style from time to time, use different eye-shaddows and eyeliner-pencils and eyebrow pencils and lipliners – that is, if they’re still in … Whatever you do, please, look fresh and renewed!

* Try different clothes combinations and wear more of the other clothes in the wardrobe, especially if I lose some weight!

* Lose weight! Bring fruit at school!

* Dedicate some more time on hair! It really needs it! You also know it makes you feel good!

And the list goes on with more personal and/or family or friends related resolutions, but the most appreciated thing around this time of the year is the way you feel about beginnings, the excitement while shopping stationary and other school or lesson related materials and the way that optimism and enthusiasm crawl inside you and take you over! And, although there is always some stress and a feeling that you definitely needed some more rest during summer, you are still full of energy and ready to pursue your resolutions!

Happy New (School) Year everyone, teachers and learners! Feel free to add and share with us more resolutions in the list and … let’s meet at the end of this school year and see how we did! So, I am off to the hairdresser’s, now, as things on the list definitely deserve respect and some of our time! 😉

Primary School of Sourpi

Primary School of Sourpi

We have started with the intention to shake up things a bit in the English classroom and we did, with the first flipped lesson in an attempt to teach the degrees of adjectives! After the second (and final, as we had initially planned) flipped lesson, all I can tell you is that this experience has to be repeated, primarily for my learners and, definitely, for their English teacher!

The second lesson was delivered at the learners’ home, by means of a video that the learners enjoyed while completing a worksheet. You can see the related school blog post they had to visit here! The video had nothing to do with grammar, this time, so, when the 6th grade learners heard it was a comic based on Shakespeare’s play “A Midsummer Night’s Dream”, they could not wait to go home and watch it!


When they were given the worksheet with instructions to complete it while watching the video, they were not particularly excited, but when they took the time to see what they were invited to do, they encouraged each other to watch the video and fill in the worksheet, given that they would all want to contribute to their group of work during the next session and they would all go after the award for the best team work in class!

Designed by Andriani Rigoutsou

Designed by Andriani Rigoutsou

Coming back in the classroom after watching the video at home, five of my fourteen learners had been absent, owing to this terrible flu that has been torturing many children and adults lately! We tried to postpone the lesson, but three days later, five other learners had been absent, so, unfortunately, we had the lesson without them! They all claimed to have watched the video and, what followed, really proved them honest! Learners were separated into two groups, that very quickly ended up being three, given that some learners thought they would work better if they were in a smaller group! First, they checked their worksheets and negotiated the correct answers with the members of their group! I wish I had that on a video … They were speaking English without realizing it, they were helping each other understand why something was incorrect or misunderstood, they were encouraging and supportive and they were not judging or criticizing others for making mistakes! The teacher was only restricted to monitoring (while actually feeling unbelievably proud of her learners!) and taking pictures of the process.

Designed by Andriani Rigoutsou

Designed by Andriani Rigoutsou

When we all checked the video worksheet, learners were given another one that has been designed for in-classroom use. The first task invited them to answer questions related to the play/comic they had watched. Although there was concern that they would not find it very challenging, in reality they seemed very engaged to do it, involving all the group members. It took them a bit more than expected, but the result was really rewarding for everyone! During the second task they were invited to complete sentences related to the play/comic they had watched. Once again, they were really dedicated to finishing the task and passionately negotiating the correct sentences! Unfortunately, we did not manage to finish the task in that teaching session, so we had to finish it on our next lesson.

And we actually did! At the beginning of the following session, the learners came in with excitement, joined their groups without being told to and started working almost immediately! It is worth noting that no one had forgotten their photocopy and some of them had already worked a bit at home, without writing anything on their worksheet, waiting for the approval of the whole group. When they finished this task, we played the “Hot seating” role cards game, but, because of the lack of time, we had to adapt the procedure in order to finish it in time: one learner in each group was sitting on the ‘hot seat’, assuming one of the roles of the play and not telling his classmates which one! They were asked to find out who the person on the ‘hot seat’ was by asking questions! The one who would find the correct answer had to sit on the ‘hot seat’ and continue the game! It was quick, it was engaging and it was fun! Finally, the last writing task was assigned for homework-everybody who attended the lesson actually brought it completed the next day!

I can almost hear you thinking … “Is this for real?” Well, I swear that this one was and I feel so lucky to have tried it! However, it should be noted that no one can guarantee that flipping the classroom will work equally successfully at lower levels, or same level but less competent learners, or more crowded classes! Whatever the challenge, though, a well-designed flipped lesson is more likely to shake things up a bit in class and have your learners begging you for more! We actually finished the second flipped lesson on Monday and today, only two days later, they asked me when we are going to flip it again! I did not give them a straight answer, but I know that we are flipping it again some time after Easter, because I loved the look on my learners’ faces and the frequency of the in-class oral and written production of the target language and appreciated the role of the coordinator, who monitors the whole process in a purely student-centered approach! Once again, thank you Ms Andriani Rigoutsou for this eye-opening experience, congratulations on your exceptional work on the materials and good luck with your dissertation! Looking forward to cooperating with you again!

Primary School of Sourpi

Primary School of Sourpi

English Breakfast at school has been a tradition at the Primary School of Sourpi for three years! When our 5th graders reach Unit 3 at the listening task that shows pictures of some children making pancakes as a surprise breakfast for their parents, that is when they realize that it is their turn this year to enjoy English Breakfast at school!

5th Greade Course Book

5th Greade Course Book

We reached this page some time before the Christmas holidays, however we decided to organize the breakfast in January, as we were very busy at the time! Unfortunately, an accident kept me away from school for three weeks after the holidays and, when I got back, I had to walk on crutches! To make a long story short, today was finally the great day for the English breakfast at school!

And before I describe how great it was, let me note that it is not very difficult (or expensive) to organize such an event at school, as most of the schools already have a room for learners to have lunch. You only have to be prepared to do all the cooking! Our English breakfast includes tea, milk with cereals, chocolate chip muffins and pancakes – these last two delicacies will keep you busy in the kitchen, depending on the number of the learners you have to cook for! Learners are asked to bring a bowl and a tablespoon for the cereals, honey and/or praline, whereas you (or the schools) can provide for the fresh milk, the cereals, the tea, plastic plates, forks and cups, paper tablecloths, muffins, pancakes and, of course, the pancakes recipe printed in Greek for two reasons: their mums are going to ask for it and/or you can use it as homework (ask them to write the recipe in English for the school blog, for an English-speaking friend, etc)! Here is the recipe card we used today:

This year, our English breakfast at school was warmly welcomed by the 5th grade learners who had been patiently looking forward to it for so long! They helped with the setting of the table during the first break and, when the time came, they allowed me to serve tea and milk with cereals. While they were trying their tea, we discussed the undeniable nutritional value of breakfast as a meal and we compared what English and Greek people normally have for breakfast. While we were discussing, chocolate chip muffins appeared on the table and the excitement cannot be put into words! And as they were trying their muffin, pancakes were served! And, although they could try them with honey, since we stressed (and they already know) that it is lighter and healthier, all pancakes were covered in praline in no time! I wish I could show you their faces in a video … pure joy and excitement! Pancakes really impressed them! They found them delicious and stated that they fell full with only one pancake!

Here are some pictures of our English breakfast today:

And here are some links to other English breakfasts at different schools:

Primary School of Sourpi, 2014

Primary School of Pteleos, 2011

Primary School of Amaliapolis, 2011

1st Primary School of Almyros, 2010



Dear ELT colleagues,

I am talking to you, who love your job and do it the best way you can! I am talking to you, who do not blog about it, or share your ideas through social media because you do not happen to know how to, or do not have the time to! I am also talking to you, who may not particularly enjoy what you do for a living and blogging or posting about it would be the last thing on your mind!

Let us all take a moment and think … When other EFL teachers share what they do in class with the world, are they just bragging, showing off “what an awesome teacher” they are, or are they just sharing ideas, in an attempt to connect? Well, the truth is that it is only fair and reasonable that I talk about myself and my view of things, but following numerous ELT blogs all these years and connecting with colleagues all around the world via social media, I believe my thoughts coincide with the majority of the people who post their professional practices in public.

Blogging and/or sharing in social media ideas and approaches related to your job initially contributes to the dissemination of good practices. As teachers, we always try to find ways to develop, introduce innovative activities in our classrooms and become more effective at what we do. Internet seems to be an abundant source of inspiration, just because some colleagues have taken the time to share their experience! Secondly, it allows everyone to share original materials that have been created for specific purposes. These materials, most of the times, can be used freely, can be adapted to serve other learners’ needs or can simply inspire some colleagues to create their own worksheets or ELT games!

Additionally, sharing your professional practices and approaches does not only address to colleagues, but also to learners and parents. Learners, on the one hand, can use a teacher’s or a school blog for extra practice, retrieval of useful materials or even access to differentiated activities and exploitation of interactive tasks that can be posted to serve their needs. Parents, on the other, have the opportunity to get a small idea of all the incredible things teachers have been working on with their children, things that they sometimes accuse us of not applying or introducing in class, mainly because they have never asked their children about them or their children have never shared what they have done or learnt with them! Aside from assisting the learners and informing the parents, blog posts seem to be like school journals, that will always be there to remind everyone of those days, those activities, those events and those lessons. Many learners who have now finished school and their parents, go nostalgically back to these posts that remind them of the past and its quality.

Last, but definitely not least, sharing teaching practices and/or materials allows EFL teachers to connect with other colleagues that are in the same situation with them, other colleagues that live in countries near or far away from theirs, with other beliefs and other ideas on their professional field, with younger teachers full of spirit, or more experienced ones full of wisdom, with learners and parents in their school or other schools … Blog posts or posts on social media are normally followed by phone calls, emails and personal messages among colleagues that focus on sharing feedback on practices, exchanging of ideas, clarifications on steps to be followed or bureaucratical procedures that are required, theoretical support of the suggested/recommended approaches and the list goes on and on … And it is this part that is even more time-consuming than posting, occurs unseen and unnoticed by others, is more demanding professionally and socially and brings the writer’s responsibility and accountability forward for everything s/he posts.

So, thousands of EFL teachers around the world who post articles or videos related to their job, may appear to some people and some colleagues as show-offs, bragging about programs, tasks and innovations, but, in reality, they are far from claiming to be “the best”, or “coolest” teachers! They actually happen to have the time to employ their technological know-how in order to pursue all or some of the afore mentioned benefits! On a more personal note, blogging and connecting through social media is my (and many, many other teachers’) way of actually working. I love my job, like you do. It did not just happen to me, I chose to be an English Language teacher many years ago. I am at work in the morning and I feel I am still at work even when I am at home, with my family and friends – and I am not the only one, you know! There are thousands of EFL and non-EFL teachers out there who are better teachers than me, more creative and innovative than me, do what I have been doing and suggesting in ways more attractive and effective than mine and are definitely more experienced and passionate than I am … and they do not share it with the world … being modest, feeling shy, being afraid to be accused as show-offs! Isn’t that a shame?

So, for this once, allow me to brag! Allow me to brag about sharing, as I am definitely not sharing to brag! And, you know what? This is the case with thousands of other ELT teachers here in Greece and around the world! We have all entered the wonderful world of sharing and caring, exchanging and connecting, providing and receiving assistance, developing and achieving! It is more demanding than you would have ever thought, it does not bring you more money in the Greek public sector, although it is more time-consuming than it looks, and it requires organization, responsibility and lots of planning that goes unnoticed. However, it is more rewarding in so many aspects, not only the ones mentioned earlier!

Therefore, try posting, or not … It is absolutely fine whether you do it or not! No ELT colleague should judge or point fingers if you choose not to, as you should not judge or point fingers to those who do. Comment, evaluate, assess with an eye to cooperating, but do not accuse others of bragging, as others do not accuse you of following more traditional approaches, working less than you could have and selfishly keeping all the expertise to yourself! These last accusations sound crazy, right? That is exactly how crazy being accused of showing off sounds to those who post and exchange professional suggestions and ideas!

Sincerely and Respectfully Yours,
Vivi Hamilou

Primary School of Sourpi

Primary School of Sourpi

If you are an English Language teacher, you surely are familiar with the “Simon says …” game! However, our 3rd grade course book invites us to play “Pinocchio says …”, as Pinocchio is our Unit 4 hero, in an attempt to engage us in a fun, enjoyable activity for vocabulary revision!

Please, enjoy this video of the recorded “Pinocchio says…” activity and try to focus on the learners’ faces (trying not to judge the sound of my recorded voice – I actually sound so different if you meet me in person!)!

Σούρπη, Τ.Κ. 37008
email: mail@dim-sourp.mag.sch.gr
τηλ. 24220-31420
Πληροφορίες: Βιβή Χαμηλού (ΠΕ06)

Διαγωνισμός Ζωγραφικής


Δημοτικό Σχολείο Σούρπης

Δημοτικό Σχολείο Σούρπης

Οι μαθητές και οι μαθήτριες της Ε΄ Τάξης του Δημοτικού Σχολείου Σούρπης σας προσκαλούν σε μια περιβαλλοντική δράση που έχει κυρίως σαν σκοπό την ευαισθητοποίηση των κατοίκων της περιοχής του Καλλικρατικού Δήμου Αλμυρού σε θέματα προστασίας του περιβάλλοντος, αλλά κυρίως αναφορικά με την ανακύκλωση.

Πιο αναλυτικά, η πρωτοβουλία αυτή ξεκίνησε από το πέμπτο κεφάλαιο του βιβλίου Αγγλικών της Ε΄ Τάξης, όπου οι μαθητές καλούνται να προτείνουν τι θα μπορούσε να κάνει ένα σχολείο για την προώθηση της προστασίας του περιβάλλοντος. Οι φετινοί μαθητές της Ε΄ Τάξης, έφτιαξαν αρχικά κατασκευές από ανακυκλώσιμα υλικά, αλλά εξέφρασαν την επιθυμία να περάσουν ένα μήνυμα και εκτός σχολείου για την ανακύκλωση και την προστασία του περιβάλλοντος γενικά.

Μετά από ιδεοκαταιγισμό μέσα στην τάξη, καταλήξαμε να διοργανώνουμε και με πολλή χαρά να σας προσκαλούμε να συμμετέχετε στο διαγωνισμό ζωγραφικής με θέμα “Making our planet a better place to live in”, απευθυνόμενο σε όλους τους μαθητές και τις μαθήτριες των Ε΄ Τάξεων του Καλλικρατικού Δήμου Αλμυρού.

Οι όροι του διαγωνισμού κοινοποιούνται ταυτόχρονα στα δημοτικά σχολεία της περιοχής μας και επισυνάπτονται στο παρόν μήνυμα. Σε εκδήλωση που θα γίνει σε ημερομηνία που θα ανακοινωθεί μετά τις διακοπές του Πάσχα, θα βραβευτούν με μετάλλια – προσφορά του Συλλόγου Γονέων και Κηδεμόνων – τα τρία πρώτα έργα ζωγραφικής. Στην εκδήλωση αυτή θα εκτεθούν όλα τα έργα ζωγραφικής που θα συμμετέχουν, αλλά και οι κατασκευές μας από ανακυκλώσιμα υλικά, ενώ παράλληλα θα μοιραστεί ενημερωτικό υλικό που θα ετοιμάσουμε σχετικά με την ανακύκλωση. Οι φετινοί μαθητές της Ε΄ Τάξης στοχεύουν να περάσουν κυρίως το μήνυμα της ανακύκλωσης σε όλους μας, δεδομένου του ότι η χρήση των μπλε κάδων ανακύκλωσης τόσο στο χωριό τους, όσο και στην ευρύτερη περιοχή του Δήμου Αλμυρού φαίνεται να είναι λανθασμένη (ρίψη μη ανακυκλώσιμων υλικών, δεμένες σακούλες μέσα στον κάδο, κτλ), κυρίως λόγω ελλιπούς ενημέρωσης.

Τέλος, οφείλουμε να τονίσουμε ότι με τη δράση αυτή φιλοδοξούμε να ευαισθητοποιήσουμε, όσο το δυνατόν περισσότερους κάθε φορά, πολίτες ώστε να αποκτήσουν φιλική προς το περιβάλλον στάση και συμπεριφορά! Οι μαθητές της Ε΄ Τάξης σας ευχαριστούν προκαταβολικά για το χρόνο σας και για τη στήριξή σας σε αυτή την πρωτότυπη πρωτοβουλία.

Με εκτίμηση,

Οι μαθητές και οι μαθήτριες της Ε΄ Τάξης (2016-2017) και
Παρασκευή Χαμηλού (Καθηγήτρια Αγγλικής Γλώσσας Δημοτικού Σχολείου Σούρπης, Μαγνησίας)
τηλ. 24220-31420

Ακολουθούν οι όροι του διαγωνισμού:

Δημοτικό Σχολείο Σούρπης

Δημοτικό Σχολείο Σούρπης

Στο πλαίσιο του μαθήματος της Ευέλικτης Ζώνης, οι μικροί μαθητές και οι μαθήτριες της Β΄Τάξης ακούν και διαβάζουν ιστορίες και παραμύθια που σχετίζονται με την υγιεινή διατροφή! Αναφερόμενοι στα φρούτα, τη διατροφική τους αξία και τη συχνότητα με την οποία θα πρέπει να καταναλώνονται καθημερινά τόσο από παιδιά, όσο και από ενήλικες, αναφερθήκαμε σε διαφορετικούς τρόπους με τους οποίους θα μπορούσαμε να τα εντάξουμε στο καθημερινό μας διαιτολόγιο!

Πολλές οι ιδέες και εύκολες οι συνταγές! Μπορούμε να φτιάξουμε με αυτά μια λαχταριστή φρουτοσαλάτα, ή να τα καταναλώσουμε φρεσκοστυμμένα, σε χυμό! Μια ωραία ιδέα είναι να κάνουμε μιλκσέικ με φρούτα, ή να φτιάξουμε το δικό μας φρουτογιαούρτι, με κομματάκια φρούτων που προτιμούμε περισσότερο! Μπορούμε να τα προσθέσουμε στα δημητριακά του προγεύματος, αλλά και να τα φάμε σαν σουβλάκι, καρφώνοντας στο ξυλάκι μας κομμάτια διαφορετικών φρούτων! Ωραία όλα αυτά, αλλά …

-“Κυρία, εμένα δε μου αρέσει το μήλο!”
-“Εγώ δεν τρώω το αχλάδι, δε μου αρέσει καθόλου!”
-“Εγώ τα τρώω όλα, κυρία, αλλά δε μου αρέσει το μέσα του πορτοκαλιού, μόνο ο χυμός μου αρέσει!”
-‘Κυρία, εγώ τρώω μόνο μπανάνα, τίποτα άλλο!”

-“Κι αν … χρησιμοποιούσαμε διαφορετικά φρούτα για να φτιάξουμε φρουτοπαγωτά; Πώς θα σας φαινόταν;” Κι έτσι ξεκίνησε η δική μας ιστορία, που θα την αφηγούμαστε για πολύ καιρό! Μετά το ηχηρό “Ναιαιαιαιαι!!!!”, ξεκίνησε η προετοιμασία και δεν άργησε η μέρα της παρασκευής των φρουτοπαγωτών και της απόλαυσης! Δείτε παρακάτω τη … συνταγή της επιτυχίας!

Primary School of Sourpi

Primary School of Sourpi

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 a way to reduce their rubbish! They decided to use it, in order to make new, useful objects! Here is what they have proudly presented in class:

Primary School of Sourpi

Primary School of Sourpi

I wish there were words to describe the look on everybody’s faces today (including mine!) during the in-class activities of our first flipped classroom lesson (you can see here how it all started!)! If the word satisfaction had a picture right next to it in the dictionary, then, that would definitely be one of my learners’ and my expression after our English lesson today! And, although I know that statements of this kind are not academically acceptable or customary, please, dear colleagues, allow me to share my enthusiasm with you as I have been feeling it since a quarter past one today!

Yes, it was the last teaching session of the day and, yes, it had to be with the 6th graders! Yes, they had all watched the videos and, yes, they had all tried the recommended interactive tasks included at their school blog post(or at least they said they had!). Yes, we started working in three teams and, yes, none of us knew at the time how the pre-designed in-class activities would work either individually, or in terms of groups!

Tasks designed by Andriani Rigoutsou

Tasks designed by Andriani Rigoutsou

After separating the learners in three groups and promising to award the one that will demonstrate the most exceptional team work, we started with the first task that involved learners in grouping the adjectives based on the way they form their comparative and superlative degree. This task seemed to be an appropriate warm-up and an initial opportunity for the teacher to monitor and evaluate the level of comprehension of the new grammatical structure the learners had learnt about through the videos they watched at home! The specific task appeared to be easy for everyone, we checked the answers and moved straight to sentence-making in the second task! In approximately five to six minutes, learners managed to complete this task, involving everyone in the group and negotiating the correct sentences in an admirably cooperative manner! After that, task three and underlining the comparative and superlative forms of adjectives seemed like a treat, especially for those who normally show unwillingness or hesitation to participate while checking the correct answers! Everybody seems to be clear on how to form the degrees of adjectives and everyone appears to be capable of making sentences using them meaningfully. And, when I say everyone, I really mean everyone!

Later on, it was games time! Task four and “Plip” and “Plop” sentences really took everybody off to the level of learning while having fun! Groups agreed on the sentences they would say and the fun began right after that, trying to find out what “Plip” and “Plop” were! Finally, “The Broken Sentences” game will be the task we will all remember for a long, long time! As we were moving towards the end of the lesson and there had to be some time left for homework assignment (and explanation!), I gave them a challenge, saying that the fastest team to get the sentences right would earn extra points for the best team work award! The level of engagement, the constant reminding among group members of the grammatical rules to be followed, the unprecedented level of cooperation, support and encouragement are, unfortunately, for us to know and appreciate and you to imagine!

So, was the inverted lesson a big success? No, it was huge, I’d say, and learners commented so possitively on that as soon as the bell rang and they started packing their things for home! They all participated, they all got involved, they all raised their hands to contribute, they all appreciated the work of their team members and, what is more, they all stated that they did not realize that time went by so quickly and that they want a flipped lesson again some time soon! As for the teacher, she was only restrained to monitoring and coordinating groups, while evaluating the level of perception of the new grammar by the learners (given that the materials had already been designed, photocopied and cut for the tasks and games!)! Although it seemed very easy and discrete to intervene and help a learner in need, that was at no point necessary, as team members would step up and support their peers.

It is worth noting, however, that the particular class had also been taught the degrees of adjectives in the 5th grade and most of them have had a lot of practice in them in their afternoon English lessons in private language schools, so they were quite comfortable with the form and use. This allowed us to move from task to task relatively quickly and the time/award challenge seems to have ‘spiced’ a lot the procedure! Had the video lessons been confusing or incomprehensible for some learners, the pre-designed in-class activities would more likely last for at least two teaching sessions.

Award for the best team work!

Award for the best team work!

All in all, my learners and I cannot wait for the next flipped lesson, as it was a unique learning and teaching experience! A million thanks to Ms Andriani Rigoutsou for doing all this hard, time-consuming and demanding work that had always been dragging me away from trying the flipped classroom (meaning collecting the videos and online interactive games, as well as designing and preparing the in-class activities/worksheets), but, most of all, thank you for inspiring us and making us part of a a very supportive and cooperative group of colleagues and classes that share with us the same concerns and interests in new teaching approaches!


Μετά τις διακοπές των Χριστουγέννων, ασχοληθήκαμε με ένα κύκλο ιστοριών που σχετίζονται με τη διατροφή! Αρχικά, μιλήσαμε για την Μεσογειακή Πυραμίδα της Διατροφής και μάθαμε για τις κατηγορίες τροφίμων. Έπειτα, ήρθε η ώρα να διαβάσουμε!

Μαθαίνω τις κατηγορίες τροφίμων!

Μαθαίνω τις κατηγορίες τροφίμων!

Πρώτος μας σταθμός το βιβλίο “Τραγουδώ και μαθαίνω να τρώω σωστά”, της Λένας Τερκεσίδου, των Εκδόσεων Διάπλαση, που συνδυάζει την ιστορία με το τραγούδι και τη μουσική!



Στο βιβλίο αυτό γίνεται ένα μεγάλο πάρτι, στο οποίο μάθαμε πως … “για να ‘σαι πάντα γερός, να μη γίνεις παχουλός, να ‘χεις δύναμη πολλή, όλο κέφια στην αυλή … θα πρέπει να έχεις φίλους τον Γαλατάκη, την Ντοματένια, τον Μηλένιο, την Μπαρμπούνα, τη Φακένια, τον Φασολάκη και τα άλλα παιδιά …και να προσέχεις τον Ανθρακόλα, τον Παγωτένιο, την Κρουασένια, τον Σέβεν-Μπούφο, την Τσιπσένια, τον Σοκολατένιο και την παρέα τους, γιατί σε ξεγελάνε και δε σε αγαπάνε! Αφού τραγουδήσαμε (και χορέψαμε!) τα τραγούδια του βιβλίου, ζωγραφίσαμε την ‘καλή’ και την ‘κακή’ παρέα των τροφίμων και φτιάξαμε ιστορίες με θέμα: Τι θα συζητούσε η Σέβεν-Μπούφος με την Μπαρμπούνα αν είχαν συναντηθεί τυχαία στο δρόμο; Ο Σοκολατένιος με τη Φακένια;

Δημοτικό Σχολείο Σούρπης

Δημοτικό Σχολείο Σούρπης


Δημοτικό Σχολείο Σούρπης

Δημοτικό Σχολείο Σούρπης

Δημοτικό Σχολείο Σούρπης

Δημοτικό Σχολείο Σούρπης

Στη συνέχεια, διαβάσαμε την ιστορία με τον τίτλο «Ο Μαρουλένιος και η καρδούλα του», ένα παραμύθι για τη διατροφή και την παιδική παχυσαρκία που έγραψαν η Μαρία Πολίτου, η Ράνια Μουστάκη και η Άννα Παππά. Οι μαθητές της Β΄ Τάξης φαντάστηκαν τον Μαρουλένιο και τη Ροδούλα και τους αποτύπωσαν με υπέροχες ζωγραφιές! Ακολούθησε συζήτηση για τους τρόπους που μπορούμε να βοηθήσουμε την καρδούλα μας, δίνοντας ιδιαίτερη έμφαση στη σημασία του σωστού πρωινού τόσο στο σπίτι, όσο και στο σχολείο!

Τέλος, διαβάσαμε την διαδραστική ιστορία με τίτλο “Ο παππούς Ροδαλός και η μαγική συνταγή” όπως την βρήκαμε στο διαδίκτυο εδώ:

Κατά τη διάρκεια της αφήγησης, τα παιδιά απαντούσαν σε ερωτήσεις για τις κατηγορίες τροφίμων και δραματοποίησαν ένα τμήμα της ιστορίας κατά την οποία τα παιδιά, ψάχνοντας τον παππού Ροδαλό …

Ανέβηκαν βουνά … Κατέβηκαν βουνά … Έτρεχαν … Έτρεχαν … Έτρεχαν … Πηδούσαν ποταµάκια … Περπάτησαν σε λάσπες … Έτρεχαν … Έτρεχαν … Περπάτησαν σε γλιστερό πάγο … Έτρεχαν … Έτρεχαν … Δείτε εδώ τη δραματοποίηση από το τμήμα Β2:

Δείτε εδώ τις δραματοποιήσεις από το τμήμα Β1:

A fruit and vegetable salad!

A fruit and vegetable salad!

My 1st graders and I have thought that learning the names of fruit and vegetables in English has been fun, until last Monday that we really believed that we can make it, having even more fun than before! Last week, we saw the fruit and vegetables in flashcards, we practiced the pronunciation of the words and we played our favourite game, BINGO, drawing the fruit and vegetables we had learnt. This Monday, however, we took learning and having fun to a different level, as we thought we should combine the carnival period with what we have been trying to learn!

Each 1st-grade learner chose a fruit or vegetable mask to paint, cut and wear! Then, they introduced themselves as the object presented by theim mask! Unfortunately, some of the learners were absent, so you cannot see the whole collection of available healthy food, but we intend to complete it, as soon as they are back! We are also keeping the masks, so as to practice other structures, such as “What’s this?” “It’s a …”, and colours! Here is our colourful fruit and vegetables salad:

If you are interested in using the masks, you can download them from here:

crafts materials

Με σύνθημα το «Reduce – Reuse – Recycle», το πέμπτο κεφάλαιο του βιβλίου των Αγγλικών της Ε΄ Δημοτικού προσκαλεί τους μαθητές να μειώσουν τα σκουπίδια, να ξαναχρησιμοποιήσουν συσκευασίες και υλικά και να ανακυκλώσουν ό,τι μπορεί να ανακυκλωθεί! Οι μαθητές, με αφορμή το μάθημα που προβλημάτισε όλους για την πορεία του πλανήτη μας, μπορούν να ξαναχρησιμοποιήσουν αντικείμενα που θα κατέληγαν στα σκουπίδια και να τα μεταμορφώσουν σε χρηστικά αντικείμενα! Αγαπημένοι μαθητές της Ε΄Τάξης, πάρτε μια ιδέα για το τι μπορείτε να φτιάξετε:

Εδώ μπορείτε να δείτε τι έφεραν στο Δημοτικό Σχολείο Σούρπης προηγούμενοι μαθητές της Ε΄ και Στ΄ Τάξης!

Interactive Notebook - Pronouns / Possessive Adjectives

Interactive Notebook – Pronouns / Possessive Adjectives

Don’t you feel excited when somebody brings you a present you had never expected at all and you could not believe you would like, or need so much? Well, this appears to be accurately descriptive of my current relationship with the interactive notebook approach! It’s like a new colourful, fun-filled toy that everybody likes to play with and you, the teacher who has prepared it, know that it is not just entertaining! It is meant to help others learn in a more engaging, attractive and interactive manner and you (will) love every minute of its designing and crafting!

After trying to help a learner with demonstratives, it is time to play and learn with my daughter, who has been a bit confused with object pronouns and possessive adjectives use and expressed her desire to have an interactive notebook, like my niece’s! Here is how she has been presented with the grammar rules:

Interactive Notebook - Pronouns / Possessive Adjectives

Interactive Notebook – Pronouns / Possessive Adjectives

Interactive Notebook - Pronouns / Possessive Adjectives

Interactive Notebook – Pronouns / Possessive Adjectives

After reading and playing with the rules, she moves to the next pages that have big flowers with petals that can move! Reading the sentence in the middle, she makes her own, complete sentences by using the correct pronoun or adjective! Then, she checks if she did well by flipping the flower petals!

Interactive Notebook - Pronouns / Possessive Adjectives

Interactive Notebook – Pronouns / Possessive Adjectives

Interactive Notebook - Pronouns / Possessive Adjectives

Interactive Notebook – Pronouns / Possessive Adjectives

Interactive Notebook - Pronouns / Possessive Adjectives

Interactive Notebook – Pronouns / Possessive Adjectives

Interactive Notebook - Pronouns / Possessive Adjectives

Interactive Notebook – Pronouns / Possessive Adjectives

Interactive Notebook - Pronouns / Possessive Adjectives

Interactive Notebook – Pronouns / Possessive Adjectives

Apart from attributing a colourful and playful atmosphere to her notebook, my daughter loved the fact that she enjoyed grammar practice this much and has expressed her desire to add more pages like that! Having tried the interactive notebook method in only two cases this far, it has been noted that it initially appears to give the teachers the opportunity to reflect on their students’ learning styles. Additionally, it seems to allow teachers to evaluate and analyze their learners’ understanding of new concepts, giving them ample grounds to modidy and accommodate their teaching accordingly. Finally, the fact that learners are not involved in the actual designing and crafting, brings up the element of surprise during the lesson and allows more time for grammar introduction and practice for the individual learner.

Interactive Notebook for Demonstratives

Interactive Notebook for Demonstratives

Have you ever had one of those days during which everybody in class has understood the grammar taught (even commented on how easy it has been), but one or some of your learners seem unable to put it into practice, as they do not remember when to use what? Well, in the public school context, cases like that are normally approached during the break, where learners can be guided individulally and introduced to various ways that will assist their learning (graphs that help them remember, course book pages that present grammar, worksheets for extra practice, links to related online interactive games, etc). If we are lucky, the learners that need our guidance stay at school until 4pm, like we do, and we can work on their problematic areas at their own pace, through role plays, songs, even crafts that will make their learning life easier and more pleasant!

Having said (and done) all these things, right when you think you are a cool teacher that helps her learners get better at English, you see something cooler than what you have been doing all this time! In the afore mentioned challenging case, the cooler approach seems to be far more attractive and bears an attractive name: an interactive notebook! Have you seen these wonderful, colourful, flippable, removable notebook pages that not only present things in English, but also allow you to interact with them and practice? Google search “interactive notebooks” and you will be flooded with articles on their theoretical background, templates, printable patterns and exemplary ideas that will blow your (and your learners’) minds!

Having read all about them and trusting colleagues who have repeatedly used them (Aphro Gkiouris, for instance, who has been a warm supporter of this approach), the first attempt took place at home, as an experiment, exploiting my niece’s aversion towards demonstratives (this, that, these, those). Although she had clearly understood the difference among them, she had been having difficulty in using the correct demostrative while producing the target language! That was when she was invited to take advantage of the … super powers of her own notebook!

Having prepared cardboard cut-outs and printed everything we needed, I glued everything on her notebook which looked like that:

Interactive Notebook for Demonstratives

Interactive Notebook for Demonstratives

She had the opportunity to visualize the rules by … opening the purple windows:

Interactive Notebook for Demonstratives

Interactive Notebook for Demonstratives

When we opened the lilac envelope, she found colourful pieces of cardboard paper, showing an object or objects with hands pointing at them from near or far away from them:

Interactive Notebook for Demonstratives

Interactive Notebook for Demonstratives

Interactive Notebook for Demonstratives

Interactive Notebook for Demonstratives

And, then, she could play and interact, by placing each object in the correct envelope, based on its number and distance from the hand:

Interactive Notebook for Demonstratives

Interactive Notebook for Demonstratives

Answering potential questions that may arise after this presentation it is worth noting that: * Yes, it was time-consuming to prepare, but paper-crafting was fun to do, as my daughter kindly offered to help!
* No, it does not cost a lot, as cardboard paper and glue are not expensive. If you do not have a printer, you can always employ your art skills which may give a more personal style to the end-product! * Yes, she got everything right, and, no, we did not have to refer to the grammar rules again! * Yes, she loved it! She clearly stated it and also expressed her willingness to go home and play some more with it! * Yes, it seems addictive! I cannot stop thinking on ways I could adopt this approach in a public primary school classroom with about 20 learners per class (a highly challenging task, all ideas and suggestions are welcomed!!!)


If you are a teacher, you have probably heard or read about the flipped classroom as a new instructional strategy, during which you may record the lesson and deliver it online for your learners to watch at home, you may allow learners to collaborate in online discussions and try to understand the content of the video and, while in class, you, the teacher, can exploit class time to engage learners in activities related to the content they have watched at home! If you are an EFL teacher in Magnesia, Greece, you have had the opportunity to learn about this method via in-service training by our school advisor and you have watched how it has been exploited in a secondary school in Volos!

On a personal note, flipping the classroom sounds so exciting! I’ve always meant to try it, but lack of time strikes as a flashing neon sign on a threatening dark cloud surrounded by thunders and lightnings above my head! I am sure my learners would welcome the idea of watching the lesson on a video at home and would be thrilled to have the opportunity to discuss it online with their peers, without any written assignment as homework, but how can I organize and deliver a lesson like that without devoting an unimaginable amount of valuable hours planning, designing, editing and recording?

Well, in this once-in-a-lifetime opportunity, we can shake things up a little bit in our class without spending many hours in front of a computer screen and devoiding (again!) our loved ones of our company, love and attention! Ms Andriani Rigoutsou has at our disposal 4 pre-designed, ready-to-use lesson plans with all the necessary video-recorded and printable materials and invites us to use them in our 6th grade classes … once, twice or for four teaching sessions …for free … with her help and support … allowing us to adapt them … or not … and helping her with her dissertation! How perfectly convenient is that? I know I am saying ‘yes’ to the challenge and inviting more public Primary School EFL educators to shake things a bit in their class as well and in our teaching methods and approaches, while helping a colleague complete the last and most demanding part of her academic pursuit at a time she mostly needs us (by the way, wishing you a safe delivery, Andriani, and nothing but precious and joyous times with your new baby!).

Here is her message with all the necessary information and related materials! If you are also replying positively to her invitation, please, send her an email and join us in this unknown, innovative, challenging and developing field:

Αγαπητές-οι συναδέλφισσες/-οι,

Oνομάζομαι Ανδριανή-Χριστίνα Ρηγούτσου, είμαι καθηγήτρια Αγγλικών στην Πρωτοβάθμια εκπαίδευση και φέτος ασχολούμαι με τη συγγραφή της Διπλωματικής μου εργασίας στο πρόγραμμα Μεταπτυχιακού του Τμήματος Ειδίκευσης Καθηγητών Αγγλικής στο Ελληνικό Ανοιχτό Πανεπιστήμιο. Tο θέμα της εργασίας μου είναι: “Implementing Flipped Classroom Approach in the 6th grade of Greek State Primary Schools: Effect on Teachers’ Professional Development and Students’ Active Learning”( «H εφαρμογή του μοντέλου της «Αντεστραμμένης Τάξης» σε μαθητές Στ’ Δημοτικού Ελληνικών Δημόσιων Σχολείων: επίδραση στην Επαγγελματική Εξέλιξη των Εκπαιδευτικών και την Ενεργό Μάθηση των Μαθητών».)

Παίρνω την πρωτοβουλία να ζητήσω την πολύτιμη βοήθειά σας και, συγκεκριμένα, των συναδέλφων που διδάσκουν στην 6η τάξη του Δημοτικού σχολείου, εξαιτίας του γεγονότος ότι φέτος απέχω από τα διδακτικά μου καθήκοντα λόγω εγκυμοσύνης/τοκετού και αδυνατώ να υλοποιήσω τα μαθήματα Flipped Classroom (Αντεστραμμένης Τάξης) που έχω σχεδιάσει για τις ανάγκες της διπλωματικής.

Συγκεκριμένα, οι ενδιαφερόμενοι εκπαιδευτικοί μπορούν να χρησιμοποιήσουν το σχεδιασμένο από μένα υποστηρικτικό υλικό που θα βρουν αναρτημένο εδώ για να διδάξουν από 1 έως και 4 μαθήματα ακολουθώντας τη μέθοδο της Αντεστραμμένης Τάξης (Flipped Classroom).

Σημειώνεται ότι μπορείτε να διδάξετε από 1 έως και 4 από τα προτεινόμενα μαθήματα, καθώς και ότι μπορείτε να τροποποιήσετε το υλικό ή να δημιουργήσετε ένα δικό σας μάθημα αντεστραμμένης τάξης. Για καθένα από τα μαθήματα, θα χρειαστείτε από τα επισυναπτόμενα έγγραφα:
1) Lesson Plan
2) Video Tasksheet
3) In-Class Taskheet

Συνοδευτικά, θα βρείτε συνημμένα:
-μία παρουσίαση σε αρχείο Powerpoint για τη δική σας ενημέρωση καθώς και
-ένα ενημερωτικό έντυπο που απευθύνεται στους γονείς των μαθητών σας.

Συνολικός αριθμός συνημμένων αρχείων:16

Επίσης, επειδή συμμερίζομαι το γεγονός ότι υπάρχει φόρτος εργασίας ήδη στα σχολεία και πολλοί παράγοντες που επηρεάζουν την πορεία των μαθημάτων, θα είμαι στη διάθεσή σας για περαιτέρω πληροφορίες και υποστήριξη.
Σας ευχαριστώ και πάλι για τον χρόνο σας. Όσον αφορά στην προθεσμία για τη διδασκαλία των μαθημάτων, καλό θα ήταν να έχει ολοκληρωθεί η διαδικασία έως τα τέλη Απριλίου.

Κατόπιν, οι συμμετέχοντες εκπαιδευτικοί θα συμπληρώσετε ένα ερωτηματολόγιο σχετικά με την εμπειρία σας από τη διδασκαλία αυτή δίνοντας έμφαση σε θέματα Επαγγελματικής Εξέλιξης και προώθησης της Ενεργής Μάθησης στους μαθητές.
Θα χαρώ ιδιαίτερα να έχω την ανταπόκρισή σας και σας ευχαριστώ εκ των προτέρων. Αρχικά, μπορείτε να επικοινωνήσετε μαζί μου στο email μου: arigoutsou@gmail.com

Με εκτίμηση,
Ανδριανή Ρηγούτσου

Πώς θα σας φαινόταν η δωρεάν απόκτηση βιβλίων γραμμένων σε διάφορες Ευρωπαϊκές γλώσσες; Φαντάζομαι πως … μοιάζει πολύ καλό για να είναι αληθινό! Κι όμως, υπάρχει ένα βιβλιοπωλείο που δίνει σ’ εσάς και τα παιδιά σας αυτή τη δυνατότητα! Πρόκειται για ένα online βιβλιοπωλείο της Ευρωπαϊκής Ένωσης όπου μπορείτε να βρείτε βιβλία και κόμικς στα Αγγλικά (και σε άλλες γλώσσες) και να τα παραλάβετε δωρεάν! Θα σας σταλούν ταχυδρομικά και μπορείτε να τα διαβάζετε στον ελεύθερο χρόνο σας, να τα κάνετε δώρο στα παιδιά και τους μαθητές σας για εξάσκηση, να εμπλουτίσετε τη σχολική δανειστική βιβλιοθήκη, ή ακόμα να εκμεταλλευτείτε αποσπάσματά τους στην εκπαιδευτική διαδικασία!

Οι μαθητές της Στ΄ Τάξης του Δημοτικού Σχολείου Σούρπης παρήγγειλαν τα δικά τους βιβλία τελειώνοντας το δεύτερο κεφάλαιο του βιβλίου τους, που τους ζητά να εξοικειωθούν με τις αγορές προϊόντων μέσω διαδικτυακών καταστημάτων. Το υποθετικό σενάριο της παραγγελίας έγινε πραγματικό, και σήμερα οι μαθητές κρατάν με πολύ χαρά τα πρώτα βιβλία στα χέρια τους, αφού ακολούθησαν τις οδηγίες που τους δόθηκαν μέσω του σχολικού blog και παρατίθενται παρακάτω:

ΒΙΒΛΙΑ, Ε.Ε. , ELT, Greek schools

Να πώς θα παραγγείλεις τα βιβλία:

1. Πήγαινε στον ιστότοπο https://bookshop.europa.eu/en/home/

2. Κάνε εγγραφή:

Βρες το “Log in” στη δεξιά πλευρά της σελίδας και κάνε κλικ στο “Register”

– Γράψε ένα Username (Όνομα Χρήστη)

– Γράψε ένα Password (κωδικός, τουλάχιστον 5 χαρακτήρες θα σου ζητηθεί δύο φορές)

– Διάλεξε μία από τις ερωτήσεις ασφαλείας και γράψε και την απάντησή σου (πχ. η πρώτη ερώτηση αφορά το πατρικό όνομα της μητέρας σου)

– Γράψε το μικρό σου όνομα (First name)

– Γράψε το επίθετό σου (Last name)

– Διάλεξε τα Αγγλικά (English)

MHN γράψεις το τηλέφωνό σου

– Γράψε το email σου (ή των γονιών σου)

– Διάλεξε τη χώρα σου

– Γράψε διεύθυνση, ταχ. κώδικα, πόλη ( Address, Postcode and City) (στον ταχυδρομικό κώδικα μπορείς να βάλεις το GR μπροστά από το 37008 σε περίπτωση που σου βγάζει ότι είναι λάθος, ή να αφήσεις ένα κενό: 370 08!)

ΜΗΝ συμπληρώσεις την κατηγορία State

– Κάνε κλικ στο “Register” στο τέλος της αίτησης.

3. Πρόσθεσε βιβλία στο καλάθι σου:

– Στα αριστερά της αρχικής σελίδας βρες τις κατηγορίες “Comics” και “Kids’ corner”.



– Κάνε κλικ σε κάθε βιβλίο, έλεγξε αν έχει PAPER version που να είναι διαθέσιμη (available) στα Αγγλικά και πρόσθεσέ το στο καλάθι:



Αν δεν υπάρχει το συγκεκριμένο βιβλίο, δίπλα στο Paper version θα λέει Unavailable. Αφού προσθέσεις ένα βιβλίο στο καλάθι σου, μπορείς να πας πίσω για να παραγγείλεις κι άλλα κάνοντας κλικ στο “EU Bookshop” στο πάνω μέρος.

4. Ολοκλήρωσε την παραγγελία σου

Κάνε κλικ στο “My basket” όπου θα δεις όλα όσα έχεις επιλέξει. Κάνε κλικ στο πορτοκαλί κουμπί “Next”:

Θα εμφανιστεί μια νέα σελίδα με τη διεύθυνσή σου. Κάνε πάλι κλικ στο “Next”.

Τέλος, βάλε στο “I accept the General conditions of sale” και κάνε κλικ στο “Order now”.

ΥΓ: Μπορείς να παραγγείλεις 1 δωρεάν αντίτυπο από κάθε βιβλίο και μέχρι 20 βιβλία κάθε φορά που κάνεις παραγγελία. Αν κάποια βιβλία δεν είναι διαθέσιμα τη στιγμή που κάνεις την παραγγελία σου, έλεγξε ξανά μετά από 1-2 μήνες. Κάθε χρόνο εκδίδονται νέα βιβλία!!

(Το κείμενο μας δόθηκε αρχικά στα αγγλικά από τη Σχολική μας Σύμβουλο Αγγλικής Γλώσσας, κα Βασιλική Παπαϊωάννου. Συντάχθηκε στα ελληνικά από την εξαίρετη συνάδελφο κα Μαρία Καμμένου, η οποία είχε την καλοσύνη να μοιραστεί με όλους εμάς, τους συναδέλφους της Μαγνησίας, τις οδηγίες που απέδωσε στα ελληνικά, προκειμένου να βοηθήσει τους μαθητές της να παραγγείλουν δωρεάν βιβλία από το βιβλιοπωλείο της Ευρωπαϊκής Ένωσης. Την ευχαριστούμε θερμά για την ιδέα, τις τόσο κατατοπιστικές κατευθύνσεις και την άδεια δημοσίευσης!)

Writing Task - 6th grade

Writing Task – 6th grade

6th graders at the Primary School of Sourpi are writing poems on their favourite things! They were initially shocked to be assigned with this kind of homework, but they came with shiny, happy faces the other day to show me their work! I told them that their work is too awesome to be kept and enjoyed in class! So, here we are, sharing it with the world, on a padlet wall they have typed themselves! Well done, guys!

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