Μάθημα : Αγγλικά Ε' Δημοτικού

In this unit we: 

• talk about school life and feelings
• talk about our good/healthy and bad habits
• learn about customs from different countries
• learn how to use  present simple
• talk about prepositions of time in, on, at
• learn to use the adverbs of frequency 

In this unit we:

• learn useful vocabulary to talk about a city/place 
• express opinions and make suggestions
• talk about means of transport and their environmental aspect
• locate places on a map and give directions
• write texts about our town 

In this unit we:

• revise Christmas vocabulary
• talk about Christmas customs around the world
• learn Christmas songs
• listen to Christmas recipes
• talk about our feelings when we see, smell, taste ... something
• learn about verbs of senses with adjectives

In this unit we:

• learn useful vocabulary to talk about similarities and differences
• compare life in the city and in the countryside
• learn about comparative and superlative of adjectives
• talk about world records
• write texts about a record we know
• take a geography quiz

My dear students,     

In the new Unit we will:

• learn useful vocabulary to talk about past events and famous people
• continue learning about Simple Past (regular & irregular verbs)
• learn more about Shakespeare's life and theatre
• write about a famous person we admire from history

Before our next Webex lesson on Friday at 14.10 , you have to:

• watch, comment & react to  the photodentro video  (Τοίχος) 
  
• answer some questions you will find in Ασκήσεις.
• take part in Συζητήσεις

For new words you can use online dictionaries like:

English-Greek dictionary

English-English dictionary     

In this unit we:

• revise Easter vocabulary
• talk about Easter customs in Greece and the UK
• watch Easter videos
• play Easter games
• colour Easter pictures

Let's begin our journey into the world!

Now it’s time for you to do your first post!

We invite you to introduce yourself and begin talking about Paul’s walk. This is a great opportunity to learn about your walking partners who you will be interacting with for the next six weeks. It is also an opportunity to have your walking partners learn more about you and for you to share parts of yourself you find meaningful.

• First, write a paragraph about yourself introducing and describing yourself to your walking partners. What are some things you enjoy doing? What are some things you are interested in or passionate about? What would you like your walking partners to know about you?
• Then, upload an avatar if you have not already done so. (Click on the picture of the cheetah cub, choose “Edit profile” and then upload an image which is not a photo or picture of you). Share why you chose your avatar.
• Next, think back to what you’ve learned about the Out of Eden Walk. What do you think about the idea of walking around the world and slowing down to notice hidden stories? Can you make any personal connections to these ideas?

Read​ at least 3 to 4 posts from other young people in your walking party. Write​ detailed comments and questions for ​two​ students, including at least one student who is not in your class or program. Use the following dialogue tools: PROBE​ for more details. Ask questions that might help give you a better sense of the students’ ideas and interests. Use these “Creative Question Starters” to help you think of interesting questions: “Tell me more about…” “I wonder if…” “Help me understand…” CONNECT: Do you feel a connection with anything another student shared about themselves? Respond to any comments or questions students have left for you.

Think about your own relationship to a place.

• Sketch a map of your neighborhood or local area, as you see it through your eyes. You can draw this map on paper and then scan it or photograph it to upload to the site. Or, you can draw it electronically – for example, through Doodle Buddy or PaintBox. Do not use Google Maps or a similar online mapping service to represent your neighborhood.
• Write a true story to go with your map. If you like, you can record yourself telling a story and upload an audio file instead of writing it down. Your story could involve: The whole map or one special place that is featured on your map. A memory or something that happened to you when you were younger in one of the places on your map. A typical day in your life that features places marked on your map. A story about your neighborhood that you have heard from someone else – it could be a story that happened before you were born. How your neighborhood has changed over time.
• Read and comment on other students' maps. Ask questions and show appreciation of their work. Be kind and supportive, please!

 Plan to take a walk in your neighborhood or local area.

It may include places on your sketch map. You can walk by yourself or with a classmate, friend, or family member.

• As you walk in your neighborhood or local area, take photos of things that catch your attention. What do you see, feel, hear, taste, or smell? Try to look at the place with fresh eyes.  Photos that capture a whole neighborhood scene or zoom in on a detail you find interesting.,where you're pointing the camera up and  towards the ground.
• Post 2 photos that you took on your walk. Tell the story of why you took these two photos What do you like about the photos you took? What would you like other people in your walking party to notice or understand about them? How, if at all, did taking a walk and/or taking these photos make you think in new or different ways about your neighborhood or local area?
• Answer the posts of other children and visit 3-4 posts and comment on them.

Now it’s your turn to  listen and share a new story with your walking partners.

Your task this week is to talk and listen to an adult who lives or works in your local area. This person could be someone you have never spoken to before or someone you already know. Ask the person for a story or memory about your local area.

For example, some questions you might ask are:

• How did you come to be in this place?
• How have you seen the area change over time?
• What are some of your memories about the area?
• Do any particular events in the area stand out in your mind? 
• Are there things you would like to see more of—or less of—in the future?
• Write up the highlights of your conversation or recreate a story that they told you.
• Include a short description of the person you talked with – for example, how you know them, the setting where you talked, what they look like, and what they were wearing. 

This is your chance to notice some new things and to share your observations with other people.

Choose to focus on one of the following:

PLACE: Document everyday life in a place that you know.

PROCESS: Document how people in your community do something as part of their everyday lives. For example, you could focus on how a type of food or drink is prepared, how an object is made or repaired, or how someone goes about another kind of daily task or activity.

Choose one of the following formats*:

• A short video in the style of Paul’s Glances that does not feature your voice. Try to use the camera to draw attention to small details. Write a short description to explain what you were trying to show in the video.
• A short video that is similar in format to Paul’s Glances but includes you talking about what you observe.
• A slideshow that includes photos of what you observed. You may add text to annotate your slides.
• You could upload your photos directly to our website and add text. . You could scan and upload your document or copy and paste your content directly on to our website.
• Write a story or memory of something you observed that means a lot to you – for example, something that you remember playing or making when you were younger, or a place you know well. Write about the place or process in detail, including sounds, sights, smells, flavors and/or textures you can remember.

As we come to the end of our learning journey, we ask you to:

describe a walk that you would like to take to try to understand more about the world and/or about yourself.

It might be:

• A long walk like Paul’s or a much shorter one. Somewhere you already know or somewhere you have never visited. A walk that involves looking at things slowly and up close or one that is more about taking in a bigger picture.
• What would you hope to learn by taking this walk?
• Here are some ideas for how you might develop and present your ideas: A sketch map of your route with an  explanation. A written plan of your route with details of what you hope to see and why.

Step1 : Walking with Health in Mind

Take a walk in your own neighborhood, local area, or  near your school. Notice things that may have an impact on human and environmental health. In other words, notice things that may have an impact on your health, on the health of people in your community, or on the health of the environment. Things that impact health can make people and the environment healthier, or less healthy.

As you walk, think about: different kinds of human health, such as illness, injury, diet and nutrition, and mental health different aspects of environmental health, such as air, water, land, animals, plants, and ecosystems. Try to stop and notice at least 4 things. Each time you stop, sketch, describe, or take pictures of what you see.

Write down your ideas and questions:

Ideas: How does the thing you have noticed impact or connect to health?

Questions: What questions do you have? What do you want to learn more about?

Once you have completed the activity, post your work to the platform, including any pictures, sketches, and writing you choose to include. We hope you enjoy Footstep 1!

Make a mindmap or a web!

This activity invites you to explore the connections between human health impacts and environmental changes. Revisit your post from Footstep 1.

Look closely at your pictures and what you wrote. Choose one health impact that is related to something you noticed during your walk. Think about:   

Changes in land use, pollution, biodiversity.

Once you have chosen a health impact and an environmental change, do the following:

On a piece of paper or screen, write your health impact and environmental change in two separate circles. Make sure to leave space around them and between them for all the connections you’ll uncover!

• Step 1: Begin with the health impact circle. Start your web by thinking of examples and causes of this health impact.
• Step 2: Move to your environmental change circle. Begin this side of the web by thinking of features of the environmental change you chose. As you are creating your web note any questions that you have. You can either include your questions in your web or make a separate list of questions (As you explore your environmental change, you might find that you have new ideas about the health impact that you chose. Feel free to add them to your web!)
• Step 3: Now take a look at the two sides of your web. Just as you did as a whole class, begin to draw connections between the two sides.
• As you think about connections, you may ask yourself the following questions: What are some obvious connections? What are some surprising or hidden connections?
• It is important to post clear visuals of your webs, so others in your walking party can clearly see all the details of your work. Here are some tips: You can take multiple pictures of the different parts of your web or take a bigger picture of your web from a bit far away.

Good luck!

Choose a topic  to research (ερευνώ)!

Pick a topic that relates to the interactions between humans and the environment.

For example:

What are the effects of cars on the environment and on health?

What happens to all the food we throw away?

What is my community doing to help the environment?

•   Explore resources in the library or online.
• Interview an expert, or someone else connected to your question in some way
• . Make your own observations related to some aspect of your question.
• For example, take a walk in your own community or visit a specific place related to your question.
• Use information from books or articles you are currently reading or have already read.
•   Present your research in the form of a short writing or a diagram. 
• Or share a photo from your neighborhood that you think might relate to the issue you are researching.
• End your research report by asking a question that other students viewing your post can respond to. The question will help your walking partners to comment on your work
• Below are some examples of questions you could ask:  Is there anything in your life that connects to this topic? What questions do you have about this topic? What parts of this topic would you like to learn more about? 
• Don't forget to share your research with your family, a friend, or another teacher.

In this activity, you will be using your Planetary Health Lens to explore how your daily choices connect to environmental change and human health, both in your community and in the wider world.

1. Make a list of 4 or more choices you make throughout your day. What choices do you make that may affect the environment and human health?

• Here are some areas where you might make choices: Where you go and how you get there
• What you eat What you buy?
• What you throw away or recycle?
• What you do for fun?

2.  Pick one choice from your list that you think might have

• a negative effect on the environment and, in turn, have a negative impact on human health. Try to pick a choice that you have the power to make differently. Keep in mind that some of the choices we make we have a lot of control over– for example, we can choose to turn off the water while we brush our teeth. Other choices we make we may have less control over– for example, whether our families live in an urban or rural area, or where we get our food. Identify alternative choices that you, and people like you, could make that would have a more positive impact on planetary health.
• 3: Create a text/image that convinces others of the importance of the problem you have identified, and alternative choice(s) that could be made.  Explain to others why the alternative choice you have identified is important. Persuade and inspire others to make similar changes.