Αγγλικά Προχωρημένοι - Βιβλίο Μαθητή (εμπλουτισμένο)
LESSON 9 • ... LET THE GAMES BEGIN! LESSON 11 • CHANGE THROUGH TIME Επιστροφή στην αρχική σελίδα του μαθήματος
UNIT 4
LET’S CHANGE OUR SCHOOLS
img “Nea Pedagogiki”
1.1 Read a short extract from “Nea Pedagogiki” (Nikos
Kazantzakis, “Anafora ston Greco”) in which the
author gives an account of his school experiences
at the end of the 19th century. What do you think
the ‘new’ teaching approach was all about?
img
Στην Τετάρτη Τάξη βασίλευε και κυβερνούσε ο Διευθυντής του Δημοτικού. Μας είχε έρθει
σπουδασμένος από την Αθήνα κι είχε φέρει, λέει, μαζί του τη Νέα Παιδαγωγική. Θαρρούσαμε
πως θα ’ταν καμία νέα γυναίκα και την έλεγαν Παιδαγωγική· μα όταν τον αντικρίσαμε για πρώτη
φορά ήταν ολομόναχος· η Παιδαγωγική έλλειπε, θα ’ταν σπίτι. Κρατούσε ένα στριφτό βούρδουλα,
μας έβαλε στη γραμμή κι άρχισε να βγάζει λόγο. Έπρεπε, λέει, ό,τι μαθαίναμε να το βλέπαμε
και να το αγγίζαμε ή να το ζωγραφίζαμε σ’ ένα χαρτί γεμάτο κουκκίδες. Και τα μάτι
1.2 How did the teacher apply this ‘new’ approach in his classes?
1.3 Compare Kazantzakis’ classroom reality with yours. How have things changed since then?
1.4 Interview your parents or grandparents about their school life. Ask them about the following
aspects: school subjects, discipline, books and materials, classrooms, dress code, length of the
school day and school year, etc. Share your findings in class.
In this Unit you will:
  • read about school life
  • listen to students from another country talk about
    their school
  • talk about schools of the past and schools of today
  • write a report about your school
  • participate in a debate
At the end of this Unit, you should be able to:
  • give advice
  • express obligation, necessity, prohibition and
    possibility
  • ask for, give and refuse permission
  • compare and contrast schools
  • make suggestions
  • define people and things and offer details
LESSON 10 LOOKING AT OTHER SCHOOLS
Εκπαιδευτικό Παιχνίδι Εκπαιδευτικό Παιχνίδι Δραστηριότητα Γλωσσάριο-Lesson 10
Lesson 10
Εικόνα
img A school is…
A school is not just a building; it is much more. What makes up a school? Fill in the blanks in the
picture below with your ideas.
img
img A completely different experience
This is an extract from Joan Benoit’s high school journal. Read it and answer the following questions.
1.

The writer talks about two

of the schools she went

to. How did she feel

about each one?

2.

What was the impact of

each school building on

the writer?

3.

How did the students’

behaviour change in the

new school? Why?

4.

What does the writer

say about rules

in both schools?

5.

Why was the headmaster

right in trusting

the students?

As an adult I can understand my junior high school teachers, but it was hard to be
their student. The building was overcrowded – we were still waiting for the new high
school to open – dark, old and depressing. We didn’t have any extracurricular activities
to enjoy after school, so we all came and went at the same hours. We did everything
together, day after day. We were a jumpy, bored mob – it was no wonder that they
needed so many rules to keep us in line.
Going into high school was a completely different experience. Suddenly, we had
choices to make; nobody was telling us where to be and what to do all the time. The
headmaster of the school felt that we should be given more control of our time in
school. The high school offered a series of mini-courses in English and Social Studies
from which we could pick and choose. In free periods we could elect to swim, study
in the library, sit out on a sunny hillside, eat, or do anything else that didn’t involve
leaving campus, disturbing classes, or breaking rules.
People told the headmaster he was wrong. They said high school kids would tear
the building apart unless they were kept under the strictest discipline. Here the town
had spent a fortune to build a new school and he was going to let it be destroyed.
But they underestimated us. We were grateful for the building and for the freedom
to experiment with it. We understood that Mr. Raynolds was depending on us to
behave like responsible people …

From: ‘MVP’ by Joan Benoit

UNIT 4
LESSON 10 LOOKING AT OTHER SCHOOLS
Δραστηριότητα

img Mini project: My school now and then
3.1 Research the history of your school building and make a poster showing the changes it has gone
through over the years.
3.2 Write a journal entry about how your school makes you feel.
img A school from Finland
4.1 You are participating in a video conference with the Strömberg school in Finland. Listen to some
of the students talk about their school life. As you listen, complete the text below with the relevant
information.
Listening
This text will be replaced
Credits

 

The Strömberg School

Relationships
Students all know each other.
They call their teachers by
(1)……………………………… .
They (2)………………………… with
their teachers and other students.

 

Subjects / Activities
Students don’t have to
(3)………………………. much.
They learn by doing things.
(4) ……………………… and maths
are taught in the classroom.
There are also
(5)………………………… for
magazine-making, handicrafts,
music, drama and science.

Facilities
There is a library for studying.
Students can grow vegetables
in the school garden. There are
special rooms for (6)………………
with sofas for reading and chess
tables. There is a cafeteria where
hot meals are served. There is a
gym and a large (7)
……………………………… where
the students play football.


Responsibilities
The students have to do lots of
(8)………………….. like taking care
of the garden, the aquarium,
helping in the kitchen and
recycling.

Local community
The school is open to the local
community. For example, parents
visit the school to talk about their
jobs.


img

4.2 After the video conference, your teacher asked you to make a presentation of the similarities and
differences between the Finnish school and your own. Make a diagram like the one below and fill
in the information you have about the two schools.
The Strömberg School Both schools My school
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4.3 Now use your notes to talk about the two schools. The expressions in the box will help you.
img
UNIT 3

LESSON 10 LOOKING AT OTHER SCHOOLS

img Language focus
5.1 Look at the examples and match the verbs in bold with their use.
  1. You must always be on time for class.
2. You mustn’t use a calculator during the maths test.
3. You have to hand in your homework by the deadline.
4. You don’t have to wake up early. It’s a holiday tomorrow.
……
……
……
……
These verbs are called modal verbs. They are used to express:
a. prohibition
b. lack of necessity
c. obligation / necessity
5.2 Read the following sentences and match the halves. What is the difference in meaning?
1. You mustn’t speak during the test … a. if you don’t want to.
2. You don’t have to speak in front of the class… b. because this is not allowed.
5.3 Read the examples below with two other modal verbs: should and ought to. Tick the sentence
on the right that has the same meaning as the sentence in bold and complete the rule in the box.
box

a. It’s a good idea for you to sleep
earlier.

  or…
box b. You must sleep earlier. It is a
rule.
box

a. She must take a break. It’s a
rule.

  or…
box b. The right thing is for her to
take a break.
Should and ought to are followed by
………………………… and are used to
give …………………………………….
UNIT 4

LESSON 10 LOOKING AT OTHER SCHOOLS

5.4 Read the following sentences. Is there a difference in meaning?

• You mustn’t be late for classes. The teacher will not let you in.

• You shouldn’t be late. You’ll miss the beginning of the film.

5.5 Read the dialogue below and complete the rule.

 

 

 

 

 

 

 

 

Grammar Reference, pp. 171-172
had better (not) + bare infinitive
is another way to give..……………

 

img School rules
6.1 The children in this class are misbehaving. What rules are they breaking? Make a list.

SCHOOL RULES

 

e.g. Students mustn’t eat in the classroom.
……………………………………………………
……………………………………………………
……………………………………………………
……………………………………………………

 

 


……………………………………………………
……………………………………………………
……………………………………………………
……………………………………………………

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6.2 Why do you think the students are acting like this? How can their behaviour change? Suggest ideas.
UNIT 4