A DAY IN THE LIFE
In this task we focused on descriptive writing. Schools used ICT programmes to produce a photobook/presentation sharing information about a typical day at their school.
Branston Junior Academy At this early phase of the project the number of children involved in this specific task was small. Nevertheless, the incentive to learn about the partner schools drove the enthusiasm for this writing. The children involved had a heightened sensitivity towards the accuracy of their work since they were aware of the specific audience for their documents (produced with the use of ICT). The children questioned the clarity of the content of their own writing in a way that they hadn’t done before since now effective and efficient communication was very important to them—the purpose and audience of the writing was suddenly paramount. Through this process, a new writing skill was developing.
Ècole Marcel Lacoma
Branston Junior Academy At this early phase of the project the number of children involved in this specific task was small. Nevertheless, the incentive to learn about the partner schools drove the enthusiasm for this writing. The children involved had a heightened sensitivity towards the accuracy of their work since they were aware of the specific audience for their documents (produced with the use of ICT). The children questioned the clarity of the content of their own writing in a way that they hadn’t done before since now effective and efficient communication was very important to them—the purpose and audience of the writing was suddenly paramount. Through this process, a new writing skill was developing.
Szkoła Podstawowa nr 9 im. Józefa
Piłsudskiego w Zespole Szkół nr 3
Many students were involved in the first stage of the project. The
children broadened their rage of vocabulary, improved building sentences in
English. Making the film and the presentations enabled students to improve the
usage of ICT tools. As the task was progressing, we had a Skype conference with
our partners so that students had a change to get to know the habits and
actions taken at schools in different countries. Not only did the children
learn about their friends from partner schools, but also developed their
communicative skills. This task provided a perfect lead into further project
activities encouraging pupils to develop their writing skills.
XIV Istituto
Comprensivo Karol Wojtyla
This task included the following steps:
This task included the following steps:
Warming up activities(brainstorming):
children have written two lists of positive and negative words concerning their
school life. Difference
between objective and subjective description: children have chosen a list of
sensory details and another one with examples of objective language.
Figurative
language: the teacher asked to compare
aspects of daily routine with everything else (nature, etc. Organising
the different parts of the texts (Introduction, body of the text, conclusion) Editing the
text (Content and accuracy). At the end of
this task the children have acquired new abilities in descriptive writing, becoming
aware of the specific words and techniques involved in this type of writing.
Ècole Marcel Lacoma
We took pictures and
made videos of different classes, in a school day. Children discovered that we
will exchange with three other schools of three countries : England, Italy
and Poland. Localisation of these countries on a map.
The videos and works brought
by the teachers from the others schools after the first meeting between the
different schools involved, made our pupils realise the reality of what they
had studied on the map. Their motivation grew when they saw the children of the
other countries talk about a day in their school and had the opportunity to see
their school and way of life through the video.
They were eager to
improve their skill in English in order to be able to communicate with their
new friends.
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