Houses and homes

Language: Type of housing, names of rooms. More/most

Culture focus: Housing in a variety of countries

Activities: Discussing, listening

Time guide: 45 minutes

1.      Draw the illustrations below on the board and ask the class to name as many types of housing as they can. Write up their ideas next to illustrations.

Guide the class to other words on the list below with questions, for example, What kind of places do students live in? How many rooms are there? ( Answer: one.) What do we call this type of accommodation? ( Answer: one.) You may need to explain improvised home ( a place to live using immediately available materials, for example, cardboard boxes, sheets of canvas or tin).

detached house                                  bedsit                          single-owner apartment

shared houses                         improvised home         shared apartment

trailer                                     attached house                       other / dormitory, nursing, home, etc./

Ask the class to think which types of housing are most common in their country and other countries, and which are rented or owned, expensive, cheap, or free.

2.      Tell the class to write as you dictate the following information aboit housing in the UK, Australia, and Canada. When they have completed the sentences read out the statements and ask the class to tell you which are True or False.

UK

82 percent of British people live in houses, 16 percent in apartments, and 2 percent in bedsits and other types of accommodation.

Australia

79 % of Australians live in detached houses, 12 % in apartments, and 9% in semi-detached, row, or terraced houses

Canada

56% of Canadians live in detached houses, 10% live in attached houses, 31% live in apartments, and 3% live in other types.

Statements

a.       More people in Canada live in apartments than in Australia.

b.      Most UK residents live in flats.

c.       More Australians live in attached houses than Canadians.

d.      More UK residents live in houses than Canadians or Australians.

( Answers: a. T, b. F, c. F, d. F )

3.      Write down these countries´ names on the board:

The USA          England          New Zealand

Read out these three descriptions of places to live in and ask the class to guess which country they are in.

A.      This houses has 2,500 square metres of land which beautiful view of the countryside. It has an open plan living area and two bedrooms, a verandah, and a double garage. It was built in 1997. It is in a historical, riverside town. It costs $50,000.

B.      This is a loft apartment. It has a very large living room/dinning room, three bedrooms and three bathrooms. The total area of the apartments is 150  metres, and it has seventeen large windows that look over the city. It casts $5.5 millions.

C.     This is a small house in a terrace with an entrance hall, sitting room, dinning room, kitchen, bathroom, and two double bedrooms. It is about 100 years old and has a rear garden. It is about ten minutes´ walk from the centre of town. It costs $240,00.

( Answers: a. New Zealand, b.  The USA, c. England )

4.      Ask the class which country and what type of place they would like to live in most and ehat sort of features it would have.

The class can write out the descriptions of their ideal dwelling.

Universal and cultural-specific emotions: non-verbal emotions and verbal emotions

Lesson plan

This plan is designed for one 45-minute lesson. It includes vocabulary and comprehension activities.

Topic: The Culture of Native Americans

The first ones there

Warm-up – vocabulary, pronunciation                                                             5 min. Whole class/pair work                                                            HANDOUT TASK 1

Write the phrase “Native Americans” on the board. Explain to the students who they are (The people who lived in North America before the first Europeans came). Don’t give them more details. Give students Handout Task 1 with the names of some Native American tribes and their pronunciation. Ask them to match the names with the correct pronunciation.

Pre-reading                                                                                            5 min. Pair work                                                                                   HANDOUT TASK 2

Students should read the questions in Handout 2. In pairs, they discuss the questions and try to find the answers. They share their answers with the whole class. Don’t give the students the right answers yet.

Conditions of the floorball:

Floorball is very popular game at  our school. Children love this game. Our school gained many prizes, but not only at the regional level but also at the state level. Our female students won Slovak championship in floorball.

Some of our students decided to play floorball after graduating from primary school , so we decided to share this game with you and we hope that you will play this game too.

Floorball is hockey in gym. It is claim, which people use because they do not play it. True is absolutely different. Conditions of floorball are different from hockey conditions. 

Playing field

Floorball is indoors sports, which plays on special surface.Playing field  shall be 40 m x 20 m and enclosed by a board with rounded corners. Playing field shall be rectangular, the measures indicating length x width. The smallest rink allowed is 36 m x 18 m.

Game time

Regular game time shall be 3 x 20 minutes with two 10 minute intermissions, when theteams shall change ends. Exemption for shorter game time however not less than 2 x 15 minutes and/or shorter/longer intermissions may be given by the administrating authority.

Participants

Each team is allowed to use a maximum of 6 players. During play at the most six players in each team, including only one goalkeeper + 5 players. The goalkeeper is not allowed to use a stick. Their outfit is different from players. Their space is goalmouth.

Equipment

The goalkeeper shall wear a face mask .All goalkeepers shall be dressed in  long trousers. A player shall not wear personal equipment which may cause injury. Players have specific floorball stick. Players can wear pads and various equipment sucha s pads , health bandage. Players can use only headband, because another protect is not allowed.

Standard situation( fixed situation)

Fixed situations are face-offs, hit-ins, free-hits and penalty shots.

A face-off shall be taken by one field player from each team. The players shall be facing the

opposing team's short side and must not have physical contact before the face-off. The feet

shall be placed perpendicular to the centre line. Each player shall have both his feet at the

same distance from the centre line. The sticks shall be held with a normal grip and with both

hands above the grip mark. The blades shall be placed perpendicular to the centre line on

either side of the ball, but without touching it.

Events leading to a face-off : When the ball is damaged unintentionally, when the ball is not correctly playable, when a serious injury occurs or an injured player directly affects play, when a penalty shot does not result in a goal.

Hit- in

When the ball leaves the playing field, a hit-in shall be awarded to the non-offending team.

The strike is played from the point where the offense was committed, but it must not be behind the goal line and not at a distance less than 3,5 meters from the small goalmouth. The player must play the strike so that the ball strikes only once. The free stike is allowed to score.

The opponents shall immediately, without summons from the referees, take a position at least 3 m from the ball.

 Free-hits

If advantage is being played, and the game is interrupted because the non-offending team loses control of the ball, the resulting free-hit shall be placed where the last offence occurred.

Penalty shot

When an offence leading to a penalty is committed, the offender shall be penalized.

The penalty shot in floorbal is the most common for offences in goal situations. For example if defending team has interrupted illegaly goal situations or they prevented of such a situation happen. This is for example if the player shifts the goal intentionally or if the deefending player locates at strike in a small goalmouth, goal or the place where the gate originally stood. In the penalty shoot, only the attacking player and the goalkeeper may be on the playing field. When the player will starts the action and the goalkeeper touches the ball, the player can not touch it.

Penalties

Penalties for illegal behavior on the playing area are in our sport enough. Most often referee exclude 2,5,10 minutes (personal punishment) or the end od the match (personal punishment). For 2,5 and 10 minute penalties, the player must be present on the playing field, but must sit on the penalty bench. With a 2 – minute penalty, the penaty is canceled if oponent team shoot a goal. If a goalkeeper is punished, a player must be seated instead of him (for classical punishments). In the foorbal exist too postponed exclusion. This means that the play after illegal operation continues until then the player of the offense team touches the ball.

Goals

When the entire ball passes the goal line from the front, having been played in a correct way

with a field player's stick, and no offence leading to a free-hit or a penalty has been

committed by the attacking team in connection with, or immediately before, the goal.

Hours of art education

Class: 1.A, 3.B, 4.A

Teacher: Martina Rajniaková

Topic: Emotions and colors

At the start of the lesson, the teacher is showing a pictures to the pupils: of the sun-its all yellow, of the heart-ist  all red, of the grass-its all green. Then, the teacher is asking questions, what feeling they got, when they seen the speciffic colours, pupils are quesing.

After the motivational part, the teacher is showing on the interakvit board an induviduals colours and their meaning.

  In the main part of the lesson, the pupils are drawing on a template how the enviroment affected them.

At the end of the lesson, the teacher marked they work.

Emotions & Literature in Slovakia

"E-motions"

Project No.: 2016-1-ES01-KA219-025300_1

LITERATURE AND EMOTIONS

How Slovakia deals with the emotions and literature

To identify and to express the emotions is very complicated and hard process. In general, a lot of students have serious problems to express themselves. We consider teaching through art activities to be essential at many classes. For instance, teachers of History, Slovak or foreign languages like English or Russian deal with emotions almost every day. It depends on the topic of the lesson and other criteria, too.

Procedure- Stages- EMOTIONS & MUSIC

Procedure- Stages- EMOTIONS & MUSIC

Aims of the lessons

ü  The Ss will be able to understand the music as a kind of medicine.

ü  The Ss will be able to understand the message of the song.

ü  The Ss will be able to choose a kind of music with the positive influence on them. 

ü  The Ss will be able to respect the positive aspects of the living.

ü  The Ss will be able to understand the value of life.

ü  The Ss will be able to raise themselves over the problem.

1st lesson- Slovak language and literature

1.     Motivation- Discussion

e.g. What do you think about this stanza?

What emotions and feelings did it evoke deep inside you?

Is it true? (...)

2.     Presentation and Practice

a.      Video- watching the video (clip) of the song. The students try to notice specific details, what the clip is about. The teacher asks them how the singer and the actors are acting, what the clip is about, how they feel (…). This part is related to the symbols of the song.

e.g. White clothes = peace

3 men = entertainment, fun, lightness

Whistling

The melody of the music

Happiness

Joy (…)

b.     Discussion 1-  the right choice of the music- positive emotional influence

c.      Discussion 2- Keep a cool head when the people solve the problem or issue

Emotions and Music

HOW ARE YOU FEELING TODAY? THE MOOD METER EXPERIENCE or HOW WE DEAL WITH THE EMOTIONS IN SLOVAKIA

Why should we study the emotional aspect of the children in the classroom? The answer is easy. Imagine yourselves having the bad day and working, e.g. something terrible has happened before, maybe you had a headache or stomachache. An adult who works hard is able to adapt his own pace to actual feelings. But what about the child, the school and the emotions? Is there any possibility for student to express his/ her own actual feelings? Can the student adopt his/ her pace of work without being denied anything?

Emotional intelligence is an issue that is concerned not only in Slovakia but all around the world. Many teachers try to enhance effect and quality of emotional teaching process. Each class deals with the emotions in some different way. It depends not only on teachers but students, too. Why? Because everyone is different and we, as teachers need to find the way how to work with the emotions in a certain way to reach success. It is essential not to look at the student as robot but human being. The teachers should know the students as good as possible, that is why the certain mechanism of eliciting emotions must be known for all of them.

Individual teachers of our school have decided to measure the emotional aspect of the students when entering the classroom to prevent the teacher´s inadequate behaviour towards the student, and so trying to respect actual emotional state of the child and his current performance.

We would like to offer a few ideas of how to “measure” student´s emotions or feelings:

1.  1. Mood Meter

The smiles with different types of emotions are hanged on a string next to the door. When the student enters the classroom, he/ she clips on the peg with his/ her name to the emotion that mirrors his/ her feelings.

 

 

Tools

Through individual courses, the expert showed us some interesting tools that are very helpful in development of emotions in the educational process.

Story cubes is a dice game which is based on classic dice but not covered by dots from 1 to 6 but pictures. It is very interesting game that could be used in English or another language lesson. Students work with each other, cooperate and use their imagination. Once upon a time … J

Colourful squeaky toys- students can use them in expressing their emotions.

Emotions in the class

Bear in classes at the hour of the Slovak language - literature.

Students was talking to the bear which they named Fredy two what they was reading about at the hour of the literature because Fredy could not read. Pupils used to like Fredy a lot. Each pupil was always greeted him, they always asked him how is he doing, they praised his clothing, his eyes, and then again they was gladly talking what they was reading about . Students talked very relaxed, with laugh, without thinking and with no stress. They did not respond to the teacher - authority, but to their friend.