TASK

Collaborate:

• decide on a type of robot to present.
• decide on the purpose of your robot. consider what you have learned from the TED talks, and consider including the following information:
• Questions your presentation should answer:

1. Why is your robot needed? How will it help people?
2. What will it be able to do? How will it work?
3. Who will use it when and where will they use it?

In order to promote students' culture, and curiosity, integrate interdisciplinary knowledge, and improve their understanding of various contexts (to see culture through the prisms of history, art, and perspective of the affairs of political events). We carried out and present a mini-project about museums aimed at cultural education and strengthening subject knowledge :)

Objectives:

• to promote the desire to be interested in art, architecture, and history
• to develop subject-specific English language vocabulary,
• improve social, and public speaking skills

Students participated in a project, called “My favourite hero”. They read books by famous writers, made summaries, and analyzed the characters and the plots for three months.

Name of the task: Describing a character

Level: A2/B1

Age: 10+

Time: 2-3 months

Resources needed: Computer/laptop/smartphone

Aim: to improve reading and writing skills, stimulate students’ imagination, and encourage them to love literature.

Description: students work individually or in pairs/groups to create a summary of a story they read. They also analyze their favorite characters’ personalities in the chosen story and illustrate them.

Procedure: First, students read the stories of famous writers, then they write a short description of the story and describe a chosen character. They can also draw pictures to illustrate the main characters of the story.

Notes: This task is very useful to encourage students to read. It also helps to improve grammar skills particularly the use of adjectives describing personality.

Foreign languages (English/French/Russian) – collaboration result

ESL teacher-student collaboration result:

Spring is just around the corner and isn’t it the best time to take some extra care of our health and get fitter? We are sure there are some experts in our school who could share their tips on a healthy lifestyle! Not an expert yet? Ask your friends and family members for recommendations! We are going to put the best tips together and share them with the school community.

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Students of Vilnius Jonas Basanavičius pre-gymnasium participated in a project, called Born to Read. “Reading Circles”. They read books of famous writers, made chapter summaries, analyzed the characters and the plots for six months.

Name of the task: Writing a summary

Level: A2/B1

Age: 10+

Time: 1-2 months

Resources needed: Computer/laptop/smartphone

Aim: to improve reading and writing skills, stimulate students’ imagination and encourage them to love literature.

Description: students work individually or in pairs/groups to create a summary of a story they read. They also analyse the main characters of the story and illustrate them.

Procedure: First, students read the stories of famous writers, then write and illustrate summaries. They can also draw the pictures to illustrate the main characters of the story.

Notes: This task is very useful to encourage students to read. It also helps to improve grammar skills particularly the use of past tenses.

As a final result: students, individually and in groups, shared their presentations on zoom orally. Here are some of the final results. Gallery – Gerald Durrell “My Family and other Animals”

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The book for reading by Gerald Durrell “My Family and other Animals”

Presentations of our students: Gerald Durrell “My Family and other Animals”

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Students of Vilnius Jonas Basanavičius pre-gymnasium participated in a project, called Born to Read. “Reading Circles”. They read books of famous writers, made chapter summaries, analyzed the characters and the plots, they even dew their own illustrations.

Name of the task: Writing and illustrating a book summary

Level: A2/B2

Age: 11+

Time: 1-2 two weeks

Resources needed: Computer/laptop/smartphone

Aim: to improve reading and writing skills, stimulate students’ imagination and encourage them to love literature.

Description: students work individually or in pairs/groups to create a summary of a story they read. They also analyze the main characters of the story and illustrate them.

Procedure: First, students read the stories of famous writers, then write and illustrate summaries. They can also draw pictures to illustrate the main characters of the story.

Notes: This task is very useful to encourage students to read. It also helps to improve grammar skills particularly the use of past tenses.

The book for reading by Oscar Wilde “The Canterville Ghost”

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The Canterville Ghost: Summary

The Canterville Ghost: Character description

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Aim: to improve grammar, writing skills, stimulate students’ imagination and nourish the love for literature.

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Just recently, we celebrated Easter. Easter is a Christian holiday. It celebrates the resurrection of Jesus Christ. And even so, we normally associate Easter with bunnies and colorful eggs.

This year, together with primary students, we decided to do a fun activity to celebrate Easter. We agreed to make a competition called “Eggcellent stories”. Students had to decorate their Easter eggs by drawing different facial expressions, give their eggs names and create stories for them.

Below you can have a look at the wonderful collection of Eggcellent stories. Also, do not hesitate and if you like any of the works, give them your vote.

Teacher, Giedrė Lileikytė

Congratulations, dear winners:

1st place – Emilija Kleivaitė 2N

2nd place – Milena, 2v

3rd place – Amelija, 2v

PS for better view, choose to toggle full-screen (X) in the options above

Integrated English & ICT Project “Story Online – Using Technology”. Students created stories online, using English (Past tenses) and ICT.

First, students created their stories using Past Simple and Past Continuous tenses. To qualify – the story had to be interesting to read and easy to follow (approx. 200 words long). After that, students had to paste in pictures of their choice to illustrate the story. They could also draw pictures of their own at first and then paste the drawings into their story. At the end of the process, students had to write 3-5 questions for comprehension of the text. The questions had to be in Past Simple or Past Continuous tenses as well. Finally, students shared their stories online, read them, and answered the questions.

Level B1_B2

TASK:

Create a mystery story of your own. Write about a crime that took place in (…). Use Past tenses and compound nouns from Unit 6A. Write about 200 – 250 words.

Examples of stories written by our students:

More stories here:

6A Crime at the Manor. Creative approach – Mystery Story. Grade 8. Level B2

Grade 6. Level A2

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Name of the task: “The Art of Origami – My Experience“.

Level: A2/B2

Age: 13+

Time: 1-2 months

Resources needed: Computer/laptop/smartphone/paper

Aim: to use the acquired knowledge of English language in practice – the use of nouns (names of figures, words related to mathematics and physics, descriptions of the work process, used in the project) and Past Tenses. Also, to improve students’ reading and writing skills, stimulate their imagination, as well as, to encourage them to learn more about the history of origami art.

Description: students work individually or in pairs/groups to create a presentation about The Art of Origami. They also describe the process of creating an origami figure of their choice.

Procedure: First, students read articles about the Art of Origami, its origin, history, they find out about the famous origami artists. Later, they make a presentation and present it. They can take photos of the origami figures that they fold and describe the process.

Notes: This task is useful to encourage students to use imagination and apply multiple skills. Students integrate math, English language and ICT. It also helps to improve grammar skills particularly the use of past tenses and noun structures, related to mathematical sciences.

The results of the project – samples:

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Our students applied English into every day life experience, they chose real advertisements from the internet and wrote formal letters – asking for information.

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Unit 2. Skills Round Up. Distance learning. Grade 6. Level A2

Watch the video lesson. Read the text, do the exercises, check.

After watching the first part of the video (Culture Clip about Sherlock Holmes), do the tasks in .pdf file below, check the answers (given – 2nd page)

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Watch the video lesson and do the exercises. Do the self Check.

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Classwork for Lesson 1 April 6th

Watch the video, do the exercises and check them.

Lesson 1 April 6th

+ Additional exercises in the workbook

PS right click of the mouse on the picture and VIEW IMAGE 🙂

Check, whether you’ve done Step 1 and step 2

Step 3: task – Project is meant to be done in 3-4 lessons. Please watch the video and the example before submitting the assignment.

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Exemplary student projects

Examplary projects here:

Lesson 2 6C Teen Adventure Part 2

Watch the video, do the exercises and check them

Assignment and the answers from video comprehension about QUEENS TOWN

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Aim: to improve grammar, writing skills, stimulate students’ imagination and put English language skills to practice.

TASK: Create a mystery story of your own. Write about a crime that took place in (…). Use Past Tenses and compound nouns from Unit 6A. Write about 200 – 250 words.

6A Mystery Part 1. Grade 8. Level B1.

6A Mystery Part 2+H.W. Grade 8. Level B1.

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Exemplary Informal letters written by 8th graders

Homework is given at the end of the video lesson. Please create a mystery story about a crime that took place (…). Use Past Tenses and compound nouns from Unit 6A. Write about 20-30 sentences (~120 words).

Classwork

Watch the video, do the exercises and check them.

Classwork

Watch the video, do the exercises and check them

Classwork

Watch the video, do the exercises and check them.

Unit 6D Past Simple Affirmative: Regular Verbs

Your Aim is to learn how to form the Past Simple of affirmative verbs and to use them in the sentences.

CLASSWORK:

1. Watch the video lesson below and follow the instructions;
2. Do (or check) exercises 3, 5, 7 on page 61 (following the instructions of the lesson);
3. Do exercises 5, 6, 7, 8 on page 120;
4. N.D. trečiadieniui – tikrinsime per Zoom. Task – write 8-10 sentences using the verbs in ex. 9 on page 61 in the student’s book.

Lesson 2

Lesson 3 April 9

Past Perfect Forms

The past perfect is formed usinghad+ past participle. Questions are indicated by inverting the subject andhad. Negatives are made withnot.

( Past Perfect laikas sudaromas su modaliniu veiksmažodžiu Had ir veiksmažodžio 3 forma pvz. I had done, I had studied- visiem asmenim sudarymas vienodas, neiginį sudarom pridėdami not, klausimą sudarom had iškeldami į sakinio priekį)

• Statement:Youhad studiedEnglish before you moved to New York.
• Question:HadyoustudiedEnglish before you moved to New York?
• Negative:YouhadnotstudiedEnglish before you moved to New York.

Past Perfect Use

USE Completed Action Before Something in the Past

The past perfect expresses the idea that something happened before another action in the past. It can also show that something happened before a specific time in the past. ( Past Perfect laikas naudojamas norint pasakyti kad vienas veiksmas įvyko anksčiau nei kitas veiksmas praeityje pvz. Prieš eidamas miegoti aš padariau namų darbus –Before I went to bed I had done my homework)

Taigi pirma padariau namų darbus(had done my homework- šis veiksmas įvyko anksčiau todėl jis yra Past Perfect laiku, o tada nuėjau miegot ( I went to bed- šis veiksmas įvyko vėliau todėl jis Past Simple laiku)

Examples:

• Ihadneverseensuch a beautiful beach before I went to Kauai.
• I did not have any money because Ihad lostmy wallet.
• Tony knew Istanbul so well because hehad visitedthe city several times.
• HadSusan everstudiedThai before she moved to Thailand?
• She only understood the movie because shehad readthe book.
• Kristinehadneverbeento an opera before last night.
• We were not able to get a hotel room because wehad not bookedin advance.
• A:Hadyou evervisitedthe U.S. before your trip in 2006?
  B: Yes, Ihad beento the U.S. once before.

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UNIT 9A Theme- Crimes and Criminals

Your aims is to study the vocabulary (crimes and criminals) and to give your opinion of the most serious crimes.

CLASSWORK:

1. Open up the link and follow the lesson.
2. Do ex. 2 p.84 ( complete the chart with missing words then listen and check, find the meanings you don’t know in your dictionaries)
3. Open page 132 and do exercises 1,4)
4. Do listening tasks 4,5 p. 84
5. Do ex. 1,4,5 in your work books p. 80
6. EVALUATION TASK – do ex. 6 p. 84 (decide which three of the crimes you know are the most serious, and why. Give your reasons. Write 8-10 sentences and send via email sudintiene@basanaviciausprogimnazija.lt) on Monday

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Exemplary dialogues 01 04 2020 Grade 8. Level B2

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Additional work

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Exercises

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Exemplary emails. 31 03 2020 Grade 7. Level B1

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Additional practice in the work books

PS right click of the mouse on the picture and VIEW IMAGE 🙂 ↓

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Well done, 5th graders!:)

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Examples of problem – solution essays Level B1

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