HORIZONS - previous printed issues

September/November MMVII Issue no 4 Price: € 0.00

A Happy New Year!
This is our whole-hearted wish translated from Greek into English, dearest readers! No, we have not confused September with January; it’s simply that for teachers, like you and me, life and time naturally revolve around school. No matter how you spent your vacation, I’m sure you’re ready to share your psychic wealth and treasures of virtue, knowledge and wisdom with your (soon to be) beloved pupils.
On a different note, this issue contains an article on handbooks, a classroom activity with an eye on the upbringing of the youth and an update on our latest activities along with the standard column recommending a website and a notice about the forthcoming event. Happy perusing!

ELT handbooks reviewed
A dilettantish critique for romantic and practical teachers alike
Reminisce about past moments and discover the areas you left unexplored (I bet some of you did so!)
This article is an attempt to describe briefly the EFL coursebooks used in Greece in the previous decades (between 1980 and 1995, to be more specific) as well as the series I have been using of late. To begin with the older titles, below, please see a list of what books I managed to recall. I’ve found the data concerning their authors and publishing houses by searching on the Net. Before I start recording my views on them, let me apologise for my poor account, especially in terms of the parlance involved in the literature. Needless to say, I do not aspire to an academic presentation.

1) On Course for First Certificate (Students’ Book) by Judy Garton-Sprenger and Simon Greenal, 1983, published by Heinemann
This was an attractive book covering a variety of topics, the accent being on tourism, travelling, transactions and journalism. It aimed at developing all four skills, if my memory doesn’t fail me. It was not accompanied by a video, let alone a CD/DVD rom component, yet it featured audiocassettes (many of them were informal interviews with both native and non-native speakers or pieces of authentic speaking, e.g. an extract from a film awards ceremony) to be listened by pupils, who had to fill in missing information or identify the tone (e.g. serious, light-hearted, sarcastic, angry, etc.) of individual speakers. I remember that there were also a number of occasions whereby intonation was the linguistic factor to be analysed, e.g. tag questions meaning either genuine wish to know something or merely asked for reassurance, the reply being certain. (In this case, students were required to listen to several utterances and mark the printed sentences with arrows showing a rising or a falling tone.)
2) Follow Me series by Ken Wilson, published by BBC English
This was an excellent video-assisted series, comprising at least two books. If featured both real-life dialogues with sundry people in England and a serial of mock-heroic or detective-like stories. I think this was the only book to offer “prefabricated” phrases as a strategy to get the conversation going. However, the so-called pre-watching activities often led to chaos and confusion; perhaps, this was the case because pupils’ expectations could hardly be the same as those anticipated by the English authors owing to either cultural differences or the fact that most learners were too young to make the necessary assumptions. By this I should note my feeling that FOLLOW ME was perhaps intended for adults rather than minors. Of course, when brilliant teachers succeeded in extracting the right responses the whole video watching experience was really rewarding!
3) This is a most useful site including information on older EFL handbooks: http://www.btinternet.com/~ted.power/booklistoe.html

4) Starting Out, Getting On and Turning Point (Access to English), 1976, published by Oxford
I recall this series with nostalgia. It featured the same characters from beginning to end, allegedly recounting a few people’s lives. [I wish more modern EFL authors adopted this pattern; currently, The Fantastic Five series by Burlington Books is a remarkable endeavour.] There was a happy ending with a wedding in D class (Turning Point), Arthur and Mary being the couple and the protagonists. Meanwhile, the syllabus was structure-based with activity books containing rigorous grammar exercises. As the characters came from England, there was an abundance of cultural background from that country (it definitely falls in the category of purely Anglo-centric books, I suppose) plus plenty of leaflet, press clip, application form and custom samples. As far as methodology is concerned, authors probably relied on the audio method, too, as every now and then, all three books had phonetic drills, ideal for choral repetition but barely appropriate for stimulating normal speech production or conversation between pairs or groups of pupils, I have to admit. Questions addressed by teachers to pupils were often inferential but they aimed at checking understanding of a written or spoken excerpt, not having a real communicative goal to serve.
5) More Tales from Shakespeare, adapted works, probably published by Penguin
At the phrontisterion we used to go through Hamlet. At the back there were questions checking understanding. None of them encouraged personalisation. I wish there had been prompts, like “What would you do if you found yourselves in X’s position?” or “Can you identify yourselves with a character in the play?” and the like. Obviously, Gardner’s theory of multiple intelligences was not as widely known back then.

6) The Razor’s Edge by W. Somerset Maugham, adapted version 1975, published by Heinemann
Similar to the above, a novel set in the early decades of the 20th century. Both these literature works and the Access to English series had the advantage of motivating pupils to read on because they wanted to know how the stories unfolded and ended, though.

7) CLICK ON 1-3 by Express Publishing (See:
This is the series I have recently used with my EFL classes in the Lower Secondary School where I worked. Pupils are aged betwixt 13 and 15. In the first class, they have 3 periods of English per week whereas the other two forms have only 2 periods a week. Based on their performance on a placement test upon coming to Secondary School, pupils are divided into two streams: beginners and advanced ones. Beginners are expected to have mastered A2 level before going to Upper Secondary School or a trade school while advanced learners are to have mastered B1 level before their leaving Lower Secondary School.
I chose this series from a selection of 30-something titles approved by the Greek Ministry of Education. No such restriction applies in private language schools (phrontisteria), of course. What I like about it is its approach to English as an international language (EIL) rather than as purely British or American English. All books come with a free audio CD containing all texts and dialogues. In my humble opinion, this is useful only for motivated pupils who really care to perfect their pronunciation, not all of them. Personally, I feel that intelligibility combined with a somewhat clear understanding of English phonemes is enough for my students. Other listening excerpts, to be found in the teacher’s CDs only, include gap-filling tasks, matching exercises and even some nursery rhymes or modern-like songs to be heard or sung in class. Also, every unit has a pronunciation chapter familiarising pupils with certain sounds and their phonetic symbols, mainly by means of presenting minimal pairs, e.g.: /ı/ v /i:/ or /æ/ v /e/, etc. Pupils listen and chorally repeat. What’s special about CLICK ON though, is that every book is accompanied by a video cassette, featuring real people in the streets in the UK, focusing on the main vocabulary and speaking parts of each chapter. CLICK ON TV is a channel-like programme with interviews and short documentaries or reports by English correspondents who appear on the spot. Unfortunately, not all Greek school classes are equipped with a video, therefore, showing a clip entails some extra arrangements with the school premises. As a result, I didn’t show a video as often as I would like to. Besides, the video activities are not embedded in the students’ book as is the case with listening tasks but are printed on a separate Video Activity Book that the Ministry will not offer for free, so I resorted to photocopying the necessary material as I felt I was not entitled to have my pupils charged with purchasing an expensive book to boot. Thankfully, after-watching activities include simulation and role-playing, which is often to be dramatised and involves either pairs or groups of pupils. Helpful phrases to express topic-specific ideas or to initiate discussion, take turns and show (dis)agreement are invariably provided. Needless to remark, how my pupils took off, as it were, when they practised those phrases.
Incidentally, I should not fail to mention that CLICK ON also feature some strip cartoons with novels in episodes at the end of each chapter (Robin Hood, The Hound of the Baskervilles and The Adventures of Huckleberry Finn in CLICK ON 1, 2 and 3, respectively).
The same cartoons, with the dialogues in bubbles spoken, are shown in the abovementioned video. Perhaps, they’re rather poorly animated, yet the use of special effects is quite successful in riveting young pupils and activating their imagination thus creating a lasting impact as to their grasp of English, I hope. The stories, which are highly reminiscent of the FOLLOW ME comedy or social drama episodes, are quite appealing. (There’s no accounting for tastes, you see! To be honest, I strongly disliked Robin Hood, the supporter of Richard the “lion-heart”, who seized Cyprus from us and I have an aversion towards the diabolical preternatural stuff enjoyed by Sir Arthur Conan Doyle. Thus, I only showed Mark Twain’s boy in class!). Once again, video activities include personalisation, asking what course of action should be followed or what pupils believe will ensue and so on.
Finally, CLICK ON books also give out a free study aid companion, which is virtually a leaflet, containing new lexical items per unit, task and page, including an English translation of each word or phrase, a Greek equivalent, plus phonetic symbols, presumably the perfect tool for developing self-study and learner autonomy. Added to that, at the back of each book there is a Grammar Appendix corresponding to each grammar component in each unit and a list of common irregular verbs. Unfortunately, the grammar section is in English and this proves extremely obstructive, especially for beginners, who are filled with jargon and an overload of complicated lexis while they simultaneously have to acquire unfamiliar stuff anyway.

At this point, my comments and criticism ought to be completed, I suppose. Do you relate to these criteria for assessing an ELT handbook? Drop me a line at
hadji@uom.gr .

Correspondence A
Our Union committee sent a separate copy of the following letter to the Minister and the Deputy Ministers of Education by registered post last May. Unfortunately, we have not heard from them thus far, although we deliberately phrased the text as an enquiry, hoping that we would receive a reply from a public organisation, as is stipulated by law.

Προς την Υπουργό Εθνικής Παιδείας & Θρησκευμάτων
κυρία Μαριέττα Γιαννάκου,
τους Υφυπουργούς Παιδείας
κυρίους Γεώργιο Καλό &
Σπυρίδωνα Ταλιαδούρο,
Ανδρέα Παπανδρέου 37,

Βέροια, 15 Μαΐου 2007
Αξιότιμη κυρία Υπουργέ,
αξιότιμοι κύριοι Υφυπουργοί,
λαμβάνουμε την τιμή να σας απευθύνουμε την παρούσα επιστολή για να ζητήσουμε να μας πληροφορήσετε ποια νομοθετικά/διοικητικά μέτρα προτίθεται να λάβει το Υπουργείο του οποίου ηγείσθε, προκειμένου να αντιμετωπίσει τα παρακάτω ζητήματα που αφορούν τους εκπαιδευτικούς Π.Ε. 6, καθηγητές αγγλικής.
1) Είναι γνωστό ότι πολλοί καθηγητές, προ του διορισμού τους στο Δημόσιο, εργάσθηκαν (πολλοί μάλιστα εντατικά) σε φροντιστήρια/κέντρα ξένων γλωσσών. Μολονότι τα έτη εργασίας τους στον ιδιωτικό τομέα αναγνωρίζονται ως συντάξιμα, δεν αναγνωρίζονται ως έτη προϋπηρεσίας, εκτός αν η διδασκαλία πραγματοποιήθηκε σε ιδιωτικά σχολεία ή π.χ. στο Βρετανικό Συμβούλιο. Πώς σκοπεύει το Υπουργείο να αντιμετωπίσει την άνιση μεταχείριση εις βάρος των εν λόγω καθηγητών; Δυστυχώς, οι προκάτοχοί σας δεν έλαβαν κανένα μέτρο για να αποκαταστήσουν την ανωτέρω αδικία.
2) Η διοργάνωση των εξετάσεων για το Κρατικό Πιστοποιητικό Γλωσσομάθειας υπό την αιγίδα του Υπουργείου τυγχάνει πράγματι αξιέπαινη. Δεν θα μπορούσε η Διεύθυνση Πιστοποίησης Ξένων Γλωσσών (μετατρεπόμενη σε νομικό πρόσωπο ανάλογο με το Βρετανικό Συμβούλιο και την Ελληνο-Αμερικανική Ένωση κατά τα πρότυπα του Ο.Ε.Ε.Κ., ίσως) να δικαιούται να παρέχει και επίσημες μεταφράσεις/επικυρώσεις τις οποίες θα πραγματοποιούν απασχολούμενοι, όπως και με τις εξετάσεις για το ΚΠγ, πτυχιούχοι Π.Ε. 6. και άλλων ξένων φιλολογιών; Οι υπηρεσίες αυτές δύνανται να διεκπεραιώνονται μέσω των κατά τόπους γραφείων και διευθύνσεων Α΄/βάθμιας και Β΄/βάθμιας Εκπαίδευσης. Το μητρώο των επισήμων μεταφραστών να εμπλουτίζεται διηνεκώς με σταθερές, διαφανείς διαδικασίες, ασχέτως αν πρόκειται περί διορισμένων στο δημόσιο καθηγητών ή εργαζομένων στον ιδιωτικό τομέα. Πώς βλέπει το Υπουργείο την παραπάνω πρόταση;
3) Σε αντίθεση με τους καθηγητές αγγλικής της Β΄/βάθμιας Εκπαίδευσης, οι της Α΄/βάθμιας συνάδελφοί μας, καθηγητές αγγλικής γλώσσας, έχουν αυξημένο ωράριο και αμείβονται χαμηλότερα. Είναι πλέον δυνατόν, λόγου χάρη, να συμβεί το παράδοξο νεοδιόριστος καθηγητής πρωτοβάθμιας να αποσπαστεί σε σχολείο δευτεροβάθμιας για να συμπληρώσει το υποχρεωτικό του ωράριο των 24 ωρών, ενώ ο συνάδελφός του της δευτεροβάθμιας να αποσπαστεί σε δημοτικό σχολείο της πρωτοβάθμιας για να συμπληρώσει το υποχρεωτικό ωράριο των 21 ωρών. Δεν θα έπρεπε να διορθωθεί η αντινομία αυτή;
4) Σχετικό με τα παραπάνω είναι και το αίτημά μας οι καθηγητές να ερωτώνται εάν επιθυμούν να αποσπαστούν σε σχολείο άλλης βαθμίδας από αυτήν στην οποία ανήκουν οργανικά (Α΄/βάθμια ή Β΄/βάθμια). Έτσι, η ευελιξία θα συνδυάζεται και με τον εθελοντισμό, του οποίου η αξία μόλις χρειάζεται να τονιστεί. Με δεδομένη την κατάσταση που περιγράφεται στην παράγραφο 3, δεν θα είναι, αν η απόσπαση δεν γίνεται καταναγκαστικά, πιο δίκαιη και πιο αποτελεσματική η διαχείριση του Ανθρωπίνου Δυναμικού σε κάθε Διεύθυνση;
5) Δυστυχώς, στα νεότευκτα Επαγγελματικά Λύκεια, η αγγλική δεν διδάσκεται σε όλες τις ειδικότητες –σε μερικές διδάσκεται μόνο η γαλλική (!)– ενώ στις Επαγγελματικές Σχολές δεν προβλέπεται προς το παρόν η διδασκαλία της σε καμμία ειδικότητα. Δεν είναι πολύτιμο χρηστικό εργαλείο (εφάμιλλο, αν όχι ανώτερο της Πληροφορικής) η γνώση της αγγλικής και δη της σχετικής ορολογίας στα τεχνικά επαγγέλματα; Και πώς οι απόφοιτοι ΕΠΑ.Λ. / ΕΠΑ.Σ, σε περίπτωση που εισαχθούν σε ΑΕΙ ή ΑΤΕΙ οι πρώτοι και σε ΑΤΕΙ οι δεύτεροι, θα παρακολουθήσουν τα αγγλικά ορολογίας στο Τμήμα τους, τη στιγμή που επί τρία χρόνια θα τούς έχουμε στερήσει την πρόσβαση στην αγγλική γλώσσα;
Κα Υπουργέ, κ.κ. Υφυπουργοί, έχουμε την ελπίδα ότι θα τείνετε «ευήκοον ους» στις ερωτήματά μας και αδημονούμε να λάβουμε την απάντησή σας.
Με εκτίμηση, εκ μέρους του Δ.Σ.,
Ο πρόεδρος Η γραμματέας
Χατζηνικολάου Δημήτριος Φουτζιτζή Μαρία

Correspondence B
Also, on 3rd June, the chairman of our Union sent the e-mail below to the Hellenic American Union, re a controversial topic in the writing part of the May Examinations for the Certificate of Competency in English. Much to our chagrin, we have to observe that HAU have failed to answer his questions.
Dear Sir or Madam,
I am writing with reference to one of the writing topics set in the ECCE examination of Saturday 19 May instant.
It has come to my attention that the specific topic in which I am interested concerned national anniversaries. As a matter of fact, teachers of English and candidates, acquaintances of mine, have told me that they were offended by the way the subject was phrased.You are kindly requested to send me the exact task so that I have full knowledge myself, as a teacher of English and chairman of the local English Teachers’ Union (Emathia). I am certain that you will meet my request because, inter alia, it would be unfair to blame the University of Michigan in general and the Hellenic American Union in particular based on rumours. On the other hand, sadly, as you are well aware, your possible failure to provide me with a copy of the task will only reinforce your critics’ claims.
Thanking you in advance for a prompt reply.
Yours faithfully,
Demetrios Hadjinicolaou
EFL teacher
Meet two teenage girls
A. This is a true story about Naomi and Pamela, two teenage girls who have been schoolmates for three years. Naomi is more reserved, whereas Pamela is more outgoing. Naomi is in trouble, for her step-father, who used to lead a gang, is now in gaol.
B. One day Naomi gave Pamela an ultra-modern mobile phone. “It’s a gift from someone who fancies you,” she said to Pamela. “Do I know him? What’s he like?” Pamela asked in amazement. “He’s a tall, well-built youth with straight short hair, a tanned complexion and blue eyes,” replied Naomi. “He’s twenty-something, hangs around school, but is afraid you mightn’t like him. He gives you the phone so that you can exchange SMS without your mother knowing. There’s already a message for you,” said Naomi. Pamela, who was a petite girl with a good figure, was flattered. The message read: “Hi, I’m Jonathan! See you at the Rock Café at midnight this Saturday. Make sure you turn up, lady!”
C. On Saturday evening Pamela was excited at the prospect of meeting that young man. Her mother noticed that she was agog to smarten herself up. Accidentally, she saw the new mobile and, naturally, she was alarmed when her daughter explained to her what it was all about. She immediately rang the police and gave an account of what she knew.
D. A few hours later, the police arrested Jonathan, who carried stickers coated with LSD on him. Further investigation proved that he had threatened Naomi that if she didn’t give Pamela the mobile as a present from him, he’d assault her. Jonathan was detained but Pamela’s family could not take him to court as well because offering the mobile was not an offence. Thanks to Pamela’s mother’s swift action, however, he was charged with illegal possession of drugs and sentenced to three years’ imprisonment.

1) Give a title to this passage by D.H..
2) Find words in the passage which mean
a. introverted
b. an organised group of criminals
c. having become brown by exposure to the sun
d. slim, with a small physique
e. make oneself neater, tidier
f. finding out and examining (all facts about something)
g. breaking of a law
h. narcotics
News bulletin
Legend: From top left, clockwise, Mr Skenderis, Mrs Taylor, Mrs Tetou and Mrs Karatsali.
On 14th May extant, SETUI, Mr Theodoros Skenderis, ELT school Adviser for Emathia, Pella and Pieria and the directorate of the private Primary School of Berrhœa organised a seminar at the premises of the I. Safarikas – I. Barbarouses Schools generously allocated free of charge. The room was packed to capacity, as the event was attended by over 90 teachers of English. Mr Asterios Papastergiou, Berœa Vice-Mayor for Education and Mr Evangelos Tsioumas, the Private Primary School headmaster and former Primary Education Adviser kindly addressed the audience. After the official greetings, Mr Skenderis opened the conference with a fascinating presentation on “building a good relationship” between teachers and pupils. With the help of a worksheet based on Socratic Maieutics that involved each and every one present, he compared and contrasted the notions of Respect, Genuineness and Empathy, citing particular behavioural manifestations corresponding to these attitudes/feelings. It was concluded that, in the final analysis, English classes cannot and should not just be dreary, impersonal lectures delivered by nonchalant teachers; instead, it became clear that English lessons can be perfect channels for healthily developing the children’s/adolescents’ personalities. After all, rapport, support and encouragement not only do not hinder learning but, rather, facilitate and enhance it. Next, it was the Thessalonica-based Study Space Teacher Training Centre speakers’ turn to offer valuable insights. Mrs Chrissie Taylor, MSc RSA Dip. TEFLA, teacher trainer and secondary school teacher literally riveted the audience with her hands-on tips on “classroom management – principles, practice and problems”. Delving into the nature and cause of various class management predicaments, she illustrated ways of preventing them beforehand, successfully dealing with them when they occur, and, what’s more, turning what would otherwise be deemed as traits of helpless losers into account, by providing arenas for success, instilling a sense of responsibility and developing autonomy in our pupils’ minds and hearts. After that, it was time for a coffee break with snacks and refreshments made and offered by the Private Schools of Berrhœa kitchen staff. Last but not least, Mrs Maria Karatsali, MSc RSA Dip. TEFLA and teacher trainer for Study Space, too, took over with a vivid, memorable presentation on Speaking. The accent being on either text-based or task-based activities, focusing on fluency or accuracy, there were ideas and practical suggestions galore about how to master basic conversation skills and build phonological awareness. Like the other presenters, Mrs Karatsali proved her points –if in an unlikely, yet highly convincing manner, for she got some English teachers successfully communicate in Japanese, at which point, even the most sceptical ones had to admit that her methods work! The seminar drew to a close in a rejuvenating, upbeat way, as 4th-formers from the 12th Primary School of Berrhoea, instructed by their teacher of English Mrs Grammatice Tetou, gave a superb performance by dancing and singing -a cappella, mind you- on stage. Their repertoire included great hits, like Hokey Cokey!
v At the weekend of 19th and 20th May, SETUI members were lucky enough to attend a highly educational seminar at the Centre for Further Educational Development – HILLSIDE INSTITUTE, on the Island of Dreams, Eretria, Euboea. Both the trip and the seminar were kindly sponsored by HILLSIDE PRESS, who are renowned for their hospitality as well as professionalism. Presentations by Ms Addie Kostakou, Ms Marialena Kalyva and Ms Christian Kazazi impressed the participants, who left the venue with excellent ideas to take home. Among the areas discussed were “Education for peace and ELT”, “Conflict resolution in classroom”, “Streaming and inclusion – peer tutoring”, “Studying and working in the EU”, “Putting on a play”, etc. It would be an understatement to write how valuable this seminar was, by all accounts. Happy faces in the above photograph, taken at the entrance of the Institute shortly before departure, attest to this.

This journal aspires to be a regular newsletter, delivered to teachers of English, free of charge. The editor wishes to disclaim all responsibility and liability in relation to information or opinions submitted by partners. Please, post your contributions or comments, or ask for a copy of this edition to be sent to you via e-mail as a PDF file to the provisional SETUI address at the bottom of this page.

Site seeing
Electronic classroom management is now possible! Since December 2006, when the interactive portal
http://eclass.sch.gr was launched, Internet Technology aficionados in the public ELT sector have found an enormously practical tool, which is bound to make their classes uniquely inspirational, motivational and exciting. From simply keeping a digital archive of their documents, worksheets, games, exercises and activities, to virtually administering their classes online, catering for highschool pupils who are so fond of surfing the Net and the ones who missed a class because they were ill, this portal has everything: subject description, a material book, material to be taught, exercises, links and announcements. The only disadvantage is that teachers have to fill in all these data, but it is certain that dedicated educationists of all specialities will not be daunted. Kindly note that you have to be registered with http://www.sch.gr before you can start managing your own e-classes.

Dr Luke Prodromou in Berrhoea

Upon accepting the State English Teachers’ Union of Emathia*’s and Mr Theodoros Skenderis, ELT School Adviser for Emathia’s invitation, Dr Luke Prodromou will be delivering two presentations (one focusing on Primary learners and another centred on secondary ones) in Berrhoea, on Monday 5th November 2007. Details about the topics, venue and time will be announced soon.

* As of September 2007, Mr Theodoros Skenderis has been in charge of ELT teachers in the prefecture of Emathia. SETUI congratulates him on his re-appointment and wishes him all the best.

* Key: a. reserved, b. gang, c. tanned, d. petite, e. smarten up, f. investigation, g. offence, h. drugs.

March/May MMVII Issue no 3 Price: € 0.00
Our Union has just launched the third –and last for this year– issue of the Horizons. The SETUI’s best wishes for a Bright Easter top the agenda. Also, in this issue: an allegorical story, a cross-curricular reading activity on 25th March, a sample review, a despatch from Eire, and reports with snapshots of our activities. Happy reading!
Take my Son
A wealthy man and his son loved to collect rare works of art. They had everything in their collection, from Picasso to Raphael. They would often sit together and admire the great works of art.
When the Vietnam conflict broke out, the son went to war. He was very courageous and died in battle while rescuing another soldier. The father was notified and grieved deeply for his only son.
About a month later, just before Christmas, there was a knock at thedoor. A young man stood at the door with a large package in his hands. He said, "Sir, you don't know me, but I am the soldier for whom your son gave his life. He saved many lives that day, and he was carrying me to safety when a bullet struck him in the heart and he died instantly. He often talked about you, and your love for art." The young man held out this package. "I know this isn't much. I'm not really a great artist, but I think your son would have wanted you to have this."
The father opened the package. It was a portrait of his son, painted bythe young man. He stared in awe at the way the soldier had captured thepersonality of his son in the painting. The father was so drawn to the eyes that his own eyes welled up with tears. He thanked the young man and offered to pay him for the picture. "Oh, no sir, I could never repay what your son did for me. It's a gift."
The father hung the portrait over his mantle. Every time visitors cameto his home he took them to see the portrait of his son before he showedthem any of the other great works he had collected.
The man died a few months later. There was to be a great auction ofhis paintings. Many influential people gathered, excited over seeing the great paintings and having an opportunity to purchase one for their collection.
On the platform sat the painting of the son. The auctioneer pounded his gavel. "We will start the bidding with this picture of the son. Who will bid for this picture?" There was silence. Then a voice in the back of the room shouted, "We want to see the famous paintings. Skip this one." But the auctioneer persisted. "Will somebody bid for this painting. Who will start the bidding? $100, $200?" Another voice angrily: "We didn't come to see this painting. We came to see the Van Goghs, the Rembrandts. Get on with the real bids!" But still the auctioneer continued. "The son! The son! Who'll take the son?"
Finally, a voice came from the very back of the room. It was the long-time gardener of the man and his son. "I'll give $10 for the painting." Being a poor man, it was all he could afford. "We have $10, who will bid $20?" "Give it to him for $10. Let's see the masters." "$10 is the bid, won't someone bid $20?"
The crowd was becoming angry. They didn't want the picture of the son.
They wanted the more worthy investments for their collections. The auctioneer pounded the gavel. "Going once, twice, SOLD for $10!" A man sitting on the second row shouted, "Now let's get on with the collection!" The auctioneer laid down his gavel. "I'm sorry, the auction is over." "What about the paintings?" "I am sorry. When I was called to conduct this auction, I was told of a secret stipulation in the will. I was not allowed to reveal that stipulation until this time. Only the painting of the son would be auctioned. Whoever bought that painting would inherit the entire estate, including the paintings. The man who took the son gets everything!" God gave His son 2,000 years ago to die on the cross. Much like the auctioneer, His message today is: "The son, the son, who'll take the son?" Because, you see, whoever takes the Son gets everything. FOR GOD SO LOVED THE WORLD, THAT HE GAVE HIS ONLY BEGOTTEN SON, THAT WHOSOEVER BELIEVETH IN HIM SHOULD NOT PERISH, BUT HAVE EVERLASTING LIFE... (John 3: 16) THAT'S LOVE.
Kindly forwarded by Mr Theodoros Skenderis, ELT School Adviser

C2 Level: Excellent Knowledge
Certificate of Proficiency in English (CPE)
Cambridge ESOL
Certificate of Proficiency in English (ECPE)
University of Michigan
Certificate of Proficiency in English (ToPSE)
University of Central Lancashire
Certificate of Proficient Communication
IELTS (7.5 and above)
State Certificate of Language Proficiency C2
Ministry of Education

C1 Level: Very Good Knowledge
Certificate in Advanced English (CAE)
Cambridge ESOL
Advanced Level Certificate in English (ALCE)
HAU & the Hellenic American University
Certificate in Advanced Communication
TOIEC (785 and above)
Chauncey, USA
IELTS (6 to 7)
Business English Certificate - Higher
State Certificate of Language Proficiency C1
Ministry of Education
Integrated Skills in English Level 3
Trinity College, London
Certificate in English Level 3
University of Central Lancashire

B2 Level: Good Knowledge
First Certificate in English (FCE)
Cambridge ESOL
Certificate of Competency in English (ECCE)
University of Michigan
Certificate in Upper Intermediate Communication
TOIEC (505 and above)
Chauncey, USA
IELTS (4.5 to 5.5)
Business English Certificate - Vantage
State Certificate of Language Proficiency B2
Ministry of Education
Integrated Skills in English Level 2
Trinity College, London
Certificate in English Level 2
University of Central Lancashire

Source: "New Language Certificates Get the ASEP Recognition". ELT NEWS 209 (Oct. 2006)
The Supreme Council of Personnel Selection for the State Sector (Α.Σ.Ε.Π.) currently approves the certificates listed below:

The pupils’ corner

lol stands for laugh out loud!
- What was Camelot famous for?
- It's knight life!
- What do you call an ant who skips school?
- A truant!
“No one wants me at school”, whimpers the son. “Neither the teachers nor the children like me. The school bus driver can’t stand me any more. The caretaker is always arguing with me. I’m not going there again.”
“But you have to go”, says his mother. “You’re the headmaster!”

See the example on the right column and write a review of your favourite film. Do not forget to make a plan first. You may attach a relevant photograph, too.
My favourite film
(See the plan below.)
(Paragraph 1) Alice in the Navy, a comedy and romance, excellent
Main body
(Paragraph 2) Alice, a naval captain’s daughter, her father & Demetres, a naval cadet. She falls in love with him and decides to secretly board the ship where he serves. He and his colleagues try to hide her. After several funny incidents, the captain arrests them but lets them get married.
(Paragraph 3) Restate your opinion and give reasons.

How many times have you kept zapping from one channel to another until you found an old Greek cinema film that made you spend the rest of your free time in the evening riveted in your chair? Personally, I have often done so, especially whenever I saw Alice in the Navy, that excellent comedy and romance, written and directed by Alecos Sacellarios.
The plot is clever and interesting right from the beginning. Alice (played by Alice Buyuklace) is a naval captain’s (Lampros Constantaras) daughter and falls in love with a naval cadet (Demetres Papamichael). When both the protagonist’s father and boyfriend embark on a training trip on board the same warship, Alice decides to follow them. She manages to get into the ship by hiding her father’s suitcase and then pretending she wants to deliver it. However, things get complicated by the time she becomes a stowaway, as hiding a girl in an all-man crew isn’t that easy! After several amusing events, the captain finds out what has been going on and – well, I’m not giving the end away or I’ll spoil it all!
I love this picture because it features great actors, and the dialogues always make me laugh. Also, the songs heard by Manos Hadjidacis are simply marvellous! If you haven’t watched this film yet, I suggest you do so as soon as possible!
Lest we forget (25th March 1821)

Botsares, Marcos (1786-1823) The hero of the Greek Revolution of 1821 was the son of Kitsos Botsares. After the fall of Souli he moved to Corfu and became the leader of the Army. After that, he went to Epirus and attacked the Turks. His first victory was in Capsades and Five Wells. Also, he won in the battles of Koboti and Placa, later becoming the commander of all Western Hellas. In the summer of 1823 he tried to counter the Turks in Western Roumele. He and 350 warriors from Souli engaged in a big battle in Cephalobryso, near Carpenesion on 7th August 1823 against Mustayi pasha. He was wounded but continued fighting until a Turk shot him dead. After Souli warriors won, they went to Mesolongi, where they buried Marcos Botsares.

Bouboulina, Lascarina (1771-1825) The heroine of the Greek revolution took her name after her second husband, Demetrios Bouboules. She was the daughter of Stavrianos Pinotses, a captain from Hydra, who lived in Naples. She moved to Spetses when she was very young. In 1788 she married Demetrios Gianouzas, a captain from Spetses, who died in a sea-battle with Algerian pirates. Four years after his death, in 1801, she married for the second time a captain of Spetses, D. Bouboules, who was killed in 1819 in a sea-battle with Algerian pirates, too. Meanwhile, the Ottoman government tried to confiscate her property but Bouboulina went to Constantinople and thwarted the plans of the Turks. There she became a member of The Society of Friends. Then she returned to Spetses and prepared three ships: a big one, the Agamemnon, and two smaller ones the Odyssey and the Calypso. She took part in plenty of battles either on her own or with Colocotrones or Plapoutas. Besides, she helped with the sieges of Argos, Naples, Monemvasia and the conquest of Tripolitsa. In 1823 she went back to Spetses, where she was shot dead by unidentified killers.

Mavrogenous, Manto (1796/7-1840) Heroine of the Greek Revolution of 1821. She was the daughter of Nicolas Mavrogenes, a merchant who lived in Trieste. Before the Revolution she came to Greece and lived in Tenos. Two years after that, she moved to Myconos and armed two ships with her money. With these she persecuted the pirates at that area. She created a fleet of six ships, formed infantry of sixteen platoons with about fifty soldiers per platoon and took part in the eight battles of Carystos, Pelion and Leibadia. Finally, she got back to Myconos and started to write her memoirs. When the Revolution ended, she moved to Naples and became a lieutenant-General. In 1840 she went to Paros, where she died.

Cyprianos, Archbishop (1756-1821) He was one of the great national and spiritual personalities of Cyprus during the Ottoman rule. He was a member of the Society of Friends, a patron of studies and the founder of the Greek Academy (1810). Moreover, he became the headmaster of the Pancypriot Gymnasium. He was hanged by the Turks on 9 July 1821 after the start of the slaughtering of bishops.
translated by Rudyard Kipling in 1918

We knew thee of old
Oh, divinely restored,
By the lights of thine eyes
And the light of thy Sword.

From the graves of our slain
Shall thy valour prevail
As we greet thee again-
Hail, Liberty! Hail!

Long time didst thou dwell
mid the peoples that mourn,
awaiting some voice
that should bid thee: “Return!”

Ah, slow broke that day
And no man dared call,
For the shadow of tyranny
Lay over all:

And we saw thee sad-eyed,
The tears on thy cheeks
While thy raiment was dyed
In the blood of the Greeks.

Yet, behold! Now thy sons
With impetuous breath
Go forth to the fight
Seeking Freedom or Death.

Questions on the biographies.
Which of the heroes
1) came from rich backgrounds?
2) were members of the Society of Friends?
3) lived to see part of Greece liberated?
4) died a natural death?

Questions on the poem.
1) Which famous Greek poem is this?
2) Who wrote the original work?
3) Who does the poet address?
4) Why is Liberty spelt with a capital L?
5) Where does Liberty come from?
6) Which line of the poem reminds us of the Greek flag?

A despatch from Hibernia
In early March, a small group of students and their English teacher Mrs Eleni Kostopoulou travelled to Ireland. This journey was a students and teachers’ exchange within the framework of the Comenius programme that Kavassila High School has been co-ordinating for three years now. The partner schools are Gorey Community School in Ireland and Radzynjie Gymnasium in Poland. The title of the project is “Our national and European identity through historical buildings".
During their stay in Gorey, the Greek group lived and enjoyed unforgettable moments at the Irish school and the host families as well. They lived -if only for a few days- in another cultural environment, attended lessons in a different classroom and came in contact with the Irish educational system and way of thinking. They visited a lot of remarkable sights that are part of the Irish heritage. Such are: Glendalocch (a monastic community of 11-12 century AD), the Irish National Heritage Park, Hook's Edge (an old lighthouse on the Atlantic coast) and many more. The warm hospitality the Irish friends offered to them reinforced the bonds that have been created between the two schools these three years of co-operation.
The visit to Ireland was of great help to the students. They obtained a great deal of knowledge of Ireland's famous buildings. Hence, they will finish their survey on Eire more easily. They used the English language and through their contact with the different culture they have become more conscious of their own culture and history. They have learned to respect other ways of thinking and accept the different. They don't fear the "foreign" any more and racism is far away from their beliefs.
Everybody returned to Greece dreaming of the next exchange visit to another European country to further broaden their horizons.

News bulletin
On 19th January extant, faithful to the Orthodox tradition of cutting a “Saint Basil’s cake”, teachers of English, some with spouses and friends, gathered at the Παλιά Βέροια (former Σκρέτ) restaurant for a banquet, followed by a Greek-style do. Among the dignitaries were Mr Nicolaos Mavrocephalides, on behalf of Mrs Charoula Ousoultzoglou-Georgiadou, the Mayor of Berœa, Mrs Marianna Luka and Mrs Despoina Papagiannoule, chairperson and secretary of the Union of French language teachers in Emathia, respectively, and Mr Theodoros Skenderis, ELT School Adviser for Emathia, Pella and Pieria. For practical reasons, there were two coins; one fell to Miss Maria Foutzitzi, the secretary of the SETUI and another to Mrs Constantina Theologe-Vasdeke, headmistress of the 1st Upper Secondary School of Alexandria. A Happy 2007 for both of them and you all! See snapshots from the event above.
v On 23rd March, delegates of the SETUI committee were received by Mr Asterios Papastergiou, Berœa Vice-Mayor for Education, at the town hall. They had a constructive discussion and the Vice-Mayor stated that the municipality will allocate the use of an office free of charge to house the Union, within the next six months. In parallel, SETUI board members expressed the state English language teachers’ commitment to helping municipal authorities, by offering their services as translators or interpreters in the event of publications or international meetings where English may be required.

Quarterly magazine
published by the
State English Teachers’ Union of Imathia

This journal aspires to be a regular newsletter, delivered to teachers of English, free of charge. The editor wishes to disclaim all responsibility and liability in relation to information or opinions submitted by partners. Please, post your contributions or comments, or ask for a copy of this edition to be sent to you via e-mail as a PDF file to the provisional SETUI address at the bottom of this page.

Site seeing
If you are one of those avant-garde EFL teachers, who also happen to have access to the Internet, then the British Council site
is a sine qua non. Its authors describe it as the place to find up-to-date tips, suggestions and teaching materials, and rightly so. It is worth mentioning that it also features games, lesson plans and a search facility that should meet the requirements of the most demanding teachers. For instance, the listening race game posted on http://www.britishcouncil.org/languageassistant-teacher-listening-race.htm will definitely take your breath away. Enjoy your navigation!

Despite their expectations, organisers of the spring meeting of pupils learning English, French and German have had to cancel it, owing to the extremely small number of co-ordinating teachers having expressed interest in participating. However, the State English and French Teachers’ Unions of Emathia along with Mr Theodoros Skenderis, ELT school Adviser for Emathia, Pella and Pieria, have decided to announce forthcoming events in advance so that those who would like to present a project, sketch, choir, etc. can do so on a seminar day; such a provision will offer flexibility and, it is to be hoped, will give a chance to more people eager to get involved in a similar story, be it at different times.


2 It has to be born in mind that, regardless of the certificates sanctioned by Α.Σ.Ε.Π., the Ministry of Education authorises CPE or ECPE holders only to work as EFL teachers.

December MMVI/February MMVII Issue no 2 Price: € 0.00

Merry Christmas and a Happy 2007!

May the blessings of our incarnate Lord and Saviour Jesus Christ surround you and your family with hope, joy and peace this holiday season and throughout the New Year!
[Look at the icon on the left and find the following:
Jesus Christ, Virgin Mary, Joseph, angels, shepherds, the Magi, and the Christmas star.]

The season’s greetings
and a cross-curricular questionnaire
The SETUI board and the HORIZONS wholeheartedly wish all of you happy holidays and a splendid New Year. These days, it is customary for pupils to resist and even daringly question any attempt to bring them back to the world of reality, i.e. normal classes as usual, after the Christmas vacation: “Come on, sir/miss! It’s the first day. We aren’t going to have a lesson, are we?” Ergo, we thought you’d appreciate the ensuing cross-curricular activity, whose role is twofold: it’s both a lesson and a channel for restless young people who would rather disport themselves. (Yes, I insist on that; don’t let any miserable pessimists have you believe that it’s neither!) Please feel free to photocopy the worksheet on page 2 and/or adapt it according to your learners’ profile. By the way, this holds true of every classroom activity appearing in the HORIZONS. Also, in this issue: Get a taste from European projects as they have been run by our very own colleagues in a primary and a secondary school in Emathia, keep yourselves up-to-date with our activities (See the polyglot event announcement on the last page), and
Enjoy it! (I know this wish should follow a recipe rather than precede an ELT review, but by poetic licence, let’s call this attempt a recipe for enjoyable learning or pedagogic entertainment.)
Demetrios Hadjinicolaou

The new committee of the S.E.T.U.I.
After the biennial general assembly and the elections for a committee at the State English Teachers’ Union of Imathia last September, the new board of directors has consisted of the following members: Demetrios Hadjinicolaou (chairperson), Anastasia Asikidou (deputy chairperson), Maria Foutzitzi (secretary), Eleni Kostopoulou (treasurer) and Sarra Tsismanidou (member). Mrs Helen Baki was elected as an alternate member.

How did you spend the Christmas vacation?
First, tick (√) any of the things below that you did on the holidays. Then, circulate around the class and find different classmates who did some of these things. Ask them starting “Did you …” and adding the infinitive of each verb phrase printed in bold. Write their names in the right column.

Activities / I / My classmates

1) (trim) trimmed a Christmas tree/vessel
2) (sing) sang the carols
3) (go) went to church
4) (give) gave some money to charity
5) (cook) cooked some special sweet(s)
6) (help) helped one’s parents with the chores
7) (visit) visited friends and/or relatives
8) (receive) received a gift from Santa Claus
9) (find) found the coin in the Saint Basil pie
10) (dive) dived to catch the Cross on Epiphany Day
11) (read) read at least one extra-curricular book
12) (watch) watched TV for over 2 hours a day
13) (have) had a snowball fight
14) (make) made a snowman
15) (go) went out to a restaurant or cafeteria
16) (write) wrote greeting cards

COMENIUS PROJECT in Primary Education
I would like to share with my colleagues in Imathia my unforgettable experience in a Comenius project.
The project started with a preparatory visit to Italy. There, in Palazzolo – Brescia, colleagues from Italy, England, Finland and Greece had to decide the title of the project, bearing in mind the interests of the schoolchildren. The title of the project was decided to be “Eurogames: Legends, Traditions, Stories and Reality’’ because through games one can follow the social and economic development of a country, its customs and traditions. In this way, conclusions can be drawn as regards our similarities and the common points that connect European countries. Games can also arouse nostalgia for the past to adults and prove that the latter can enjoy games as much as children do.
Co-ordinating school was ours, that is, the 11th Primary School of Veria, Greece. We had to fill in the application forms for the project and to plan the next school year activities but we also visited interesting castles, museums, a textile machine factory and a wine factory in Brecsia and tasted Italian food. On the last day of our visit, parents and children of the Italian school organised a show and a dinner for all of us.
During the 1st year of our project our schoolchildren published two newspapers with information about Greek Christmas, Easter and Carnival customs and habits, carols, recipes and the Mediterranean diet. They also exchanged e-mails and pictures with the children of the participating schools and informed them about our school, curriculum, town and country and they received e-mails, cards and newsletters with similar information from the participating schools.
Two elderly men visited our school and talked to the children about games of the past and helped them make some old toys such as barrel hoops, kites, and showed them knucklebones, whirligigs (spinning tops) etc. On carnival days our children made masks and kites and we sent photos of them to the partner schools.
A teachers’ meeting took place in Surrey, England to evaluate the project and decide about the next year plan. The English school, which was an old mansion where noblemen used to live, impressed us. We attended a language lesson and saw the large quantity of handicrafts of the English children.
During the 2nd year a school corner with the flags and maps with glued photos and tourist information of the four participating countries was created. The children collected information about Shadow Theatre and a graduate of the School of Arts talked about the heroes of the Shadow Theatre and helped them with their construction. A school chess competition with the co-operation of the Veria Chess Club took place in our school. The children also visited an exhibition “Hand-made toys though the ages”, in Thessaloniki, which was organised by M. Vildiridi-Modessori education.
The teachers’ meeting took place in Veria. Our children gave an impressive show with songs and dances relevant to the project in the Music hall of the town and also a re-enactment of the ancient Greek Olympic Games took place in our schoolyard. Handicrafts with Karagiozis and many handmade toys made during the school year were exhibited in a school classroom for all who were interested to see. The vice-Mayor of the town received our guests in the Town Hall and offered them some souvenirs. They also visited the museum in Vergina and mount Olympos.
In the last (3rd) year the children answered questionnaires about today’s games (play-station/X-box/video games) to research into their preferences, time and money they spend on them, the influence of advertisement etc. Videoconference between the participating schools took place in our school computer labs and the children of the four countries wrote a common Comenius song. The final product was a CD-Rom and a common website. The teachers’ meeting took place in Finland, where we admired the famous snow castle in Kemi, met Santa Claus in Rovaniemi, had a cruise on an icebreaker and tasted reindeer.
The specific project results for the children were
Knowledge of the cultural heritage/tradition
Co0operation/social integration
Opening to local communities
Awareness of the common heritage
Training of corporal and intellectual faculties
Knowledge of new technologies

Better knowledge of the English language
and all the participants agreed that they were achieved to a great extent.
We hope that our project will turn our children away from the limited emotions of virtual reality that has captivated them towards the innocence and the inventiveness of traditional games and arouse in them their right to dream…

Loukia Antoniadou
English teacher in the 11th Primary school, Veria

Projects in Secondary Education; an e-mail from Kavasila Middle School
Hello! Glad to grab the opportunity to invite you to our classrooms and introduce you to some of the ongoing activities our students have engaged in.
For the last three years, we’ve been trying to go beyond the textbooks and open our classrooms, if not to the world, at least to the local community and the students’ various needs and interests that cannot be encompassed within the walls of a school. Having in mind the highly impressionable age of our students and desiring to fulfil our own needs as educators to affect lives rather than simply “go by the book” and teach structures and formats, which have little meaning for some students, we chose an alternative / parallel route for our motto to be achieved: “open frontiers” and “overall participation.”
We are certain we are not pioneers in our endeavour, breaking new ground, since many fellow educators have been working on projects of a great diversity. The three “projects” we have undertaken over these three years, within the framework of the cultural programmes and the equal opportunities programme covered a wide range of topics.
Our participation in the cultural programme “Flavours in our Languages” led to a comparative study of customs, habits, festivities and celebrations in the Greek, Anglo-Saxon and French culture. Having as a starting point the different festivities each culture celebrates –Thanksgiving, Christmas, Lent, Easter– we walked along the paths of food and flavours that ourselves and our neighbours taste. Not only did our students “search” low and high, from the net to their own kitchen’s nooks and corners, but they brought to our “gala” of taste dishes elaborately prepared by themselves, mums and over-willing grannies.
Putting behind food flavours, we decided to take a taste of the world of bias and prejudice evident in the vocabulary we daily use. We read “sexist” passages, stereotyping the behaviour of boys and girls and we stormed our brains to find words that applied mainly to one sex or the other. The students were surprisingly shocked by their findings and, when they entered the world of story-telling and fairy tales, they came across more stereotyping and bias against women, men and what is supposedly good and evil. Everything was put into a huge melting pot and the result was our own “fairy-tale salad” where our modern Cinderellas, Sleeping Beauties and Snow-whites offered, through a dramatisation for the equal opportunities programme, a new perspective on the much debated issue of gender equality.
Finally, we decided to travel around the world. Our guides, the “advanced” students of the ninth grade. Our destination, first, the city of Thessaloniki and then the five continents, faraway exotic places and well-known European cities as well. Thessaloniki needed tour guides for the group of sight-seers that would visit it shortly. The students researched the topic and with the help of new technologies took us on a guided tour around old churches and ruins bringing forward the “ghosts” of years past. Then back again to the library and the Net to find information, pictures and prepare both a written report following the dictates of doing properly a paper and preparing a CD-Rom that would include the students’ work.

Everything we undertook needed a lot of work on the teachers’ part sacrificing some of their free time to guide the students. The results, though, were so reassuring and the extent of the students’ participation so overwhelming that we would start another project any time. Sometimes when you close the class textbook and just simply open the windows, the breeze takes you to more fulfilling places. Try it!
Bessy Trantopoulou

Akis Davanellos in Naousa
The State English Teachers’ Union of Emathia and School Adviser for Emathia, Pella and Pieria Mr Theodoros Skenderis organised a seminar on Saturday (4th November 2006), featuring Akis Davanellos as the keynote speaker, in the premises of the Department of Technology Management, University of Macedonia, Naousa. The topic of the seminar was “Organising a grammar lesson and organising the book”. On the same day, the renowned IGUANA publications held a mini book exhibition with their titles next to the central hall of the University Department.
Mr Akis Davanellos, who is a distinguished orator and presenter, quickly established rapport with the audience and went on to demonstrate his ideas in his unique stylish manner. First, it was illustrated that Practitioner Teachers, as Akis prefers to call us, often resemble driving instructors in that the former, like the latter, need to let their learners take the initiative gradually without overlooking students’ initial lack of skills and potential insecurities, which also entails that teachers should be in charge. Next, it was proved by way of exemplification that the above assumption does not dictate stifling fun in class or building ourselves into stern authoritative figures. Instead, it is possible to help students evolve into autonomous learners by involving them in genuinely free decision-making regarding their interests and in response to our concerns as educationists. Secondly, it was stressed that educators are required to organise the teaching material and the warm-up, presentation, practice and production stages carefully and considerately, always taking into account the level of each activity and their pupils’ unique characteristics. Akis’ engaging presentation was followed by an equally exciting workshop with the help of grammar books published by THE IGUANA PROJECT, kindly delivered to participants free of charge. Little wonder the audience remained until the end of the event and enthusiastically asked for another seminar featuring Mr Davanellos in the future.

The 3rd EFL Symposium and Book Exhibition in Berrhœa
The State English Teachers’ Union of Emathia in co-operation with Mr Theodoros Skenderis, ELT Adviser for Emathia, Pella and Pieria, organised their 3rd consecutive EFL Symposium and Book Exhibition, kindly sponsored by Burlington Books, Express Publishing, Hillside Press and MM Publications, at the Elea café/restaurant in Berrhœa on Wednesday 6th September 2006.
Teachers of English arrived in their dozens to browse the fascinating titles displayed at the stands and make enquiries to the obliging sales representatives.
Plenary speakers rightly riveted attending teachers with their insightful presentations. Mr Constantine Nicolaides (Hillside Press) focused on “ELT textbooks and social norms”, stressing the EFL publishers and teachers’ joint responsibility to promote healthy role-models for the young to follow, raise the children’s awareness of really significant issues, enhance critical thinking and instil moral values that ought to be an invaluable asset in a person’s character and last a lifetime. Next, in a lecture-cum-workshop session, Ms Athena Blatsioti (Express Publishing) discussed “Left Brain v Right Brain” skills, aptly demonstrating how to diagnose potential priority of one type of skills associated with one side of the brain over the other, and the enormous ramifications this aspect may have for learning and teaching styles alike. It was also illustrated that if teachers are to cater for their pupils’ needs, they should endeavour to adopt a balanced syllabus and present new language or set assignments in several different ways so that every individual student is accommodated and motivated. After the coffee break, it was Ms Chara Papadocostace’s (MM Publications) turn to engage the audience with a sprightly performance of “Songs in the EFL Classroom”, highly reminiscent of the active role teachers are expected to play with a view to transforming language classes into hives of absolutely enjoyable, yet fully efficient activities. Added to that, ingenious modes of turning nursery rhymes or popular songs into account as regards vocabulary or grammar acquisition were put into practice, creative learners coming up with some big hits - no pun intended! Finally, Mr Theodoros Skenderis initiated teachers into “Differentiated Pedagogy”. Citing a well-updated bibliography concerning the rationale behind alternating tasks vis-à-vis their degree of difficulty, he helped make it obvious with specific examples that virtually the same sources, be it coursebook texts or authentic material, can equally benefit most students in multi-level classes, by offering rewarding, hence motivating, experiences to all learners and cultivating a spirit of noble emulation among them.
Not surprisingly, feedback on the thoughts and impressions of participants has clearly shown that the 3rd Symposium was an excellent resource for teachers, who are looking forward to a new similar event.
Photograph legend for page 7: Above, Mr Nicolaides, and Ms Blatsioti with glimpses of the audience; below, Ms Papadocostace and a general view of EFL teachers attending.

- What will you be doing this April?
- We’ll be applauding our pupils; don’t miss out!

Our Union, in collaboration with ELT Adviser Mr Theodoros Skenderis, French Teachers’ School Adviser Ms Chrysanthe Inahoglou, along with French and German Teachers in Emathia is to organise a common spring event featuring sketches (drama), singing, reciting poems, exhibiting pupils’ projects in English, French or German. You are kindly requested to think of a creative contribution with your Primary/Secondary students and participate in the happenings. Please, declare your theme and apply for (a group of) your student(s) taking part by 28th February 2007.
Site seeing
Artificial Intelligence (AI) is often associated with tedious, insensitive calculations or even idiotic premises resulting in preposterous conclusions. Not in this case! Anastasia Asikidou suggests hitting
http://www.20q.net/, also known as the 20-question game, which is available in 18 languages (including Greek and English, thus ensuring easy understanding of the rules). This game should prove to be a great educational tool that’s guaranteed to offer endless moments of fun and immeasurable knowledge of the target language. Nevertheless, I ought to warn you about its being addictive, too!

September – November MMVI Issue no 1 Price: € 0.00

Φίλες και φίλοι,
Πίστευα, και πιστεύω ότι οι ενώσεις καθηγητών έχουν σημαντικό ρόλο να παίξουν και πολλά να προσφέρουν στους συναδέλφους.
Χαίρομαι που διαπιστώνω πως η Ένωση Καθηγητών Αγγλικής Δημόσιας Εκπαίδευσης Ν. Ημαθίας, της οποίας την ίδρυση είχα προτείνει μόλις πριν από τρία χρόνια, βαδίζει με γρήγορα και σταθερά βήματα και δραστηριοποιείται με την έναρξη της νέας σχολικής χρονιάς και σε έναν ακόμη –πολύ σημαντικό και δύσκολο– τομέα: την έκδοση του παρόντος εντύπου.
Χαιρετίζω, λοιπόν, με ιδιαίτερη ικανοποίηση την αξιέπαινη αυτή εκδοτική προσπάθεια του Δ.Σ. της Ένωσης, το συγχαίρω και εύχομαι σ’ όλους τους συντελεστές κάθε επιτυχία.
Είμαι βέβαιος ότι η έκδοση αυτή θα καλύψει σημαντικές ανάγκες όλων των συναδέλφων του Νομού Ημαθίας, θα αποτελέσει ένα βήμα για σωστή και αντικειμενική πληροφόρηση, για ανταλλαγή εμπειριών, για ελεύθερη έκφραση ιδεών και απόψεων και θα συμβάλει ουσιαστικά στην προβολή των δραστηριοτήτων και των ζητημάτων που αφορούν στην εκμάθηση/διδασκαλία της Αγγλικής. Έχω την πεποίθηση ότι θα αγκαλιαστεί από όλους τους συναδέλφους, θα βοηθήσει στην σύσφιγξη των σχέσεων και την συνεργασία όλων και θα αποτελέσει σημαντική παρέμβαση στα δρώμενα της ξενόγλωσσης παιδείας στην περιοχή μας.
Για μια ακόμη φορά συγχαίρω όλους τους συντελεστές και τους διαβεβαιώνω ότι θα παραμείνω ουσιαστικός συμπαραστάτης στο νέο αυτό, δύσκολο, αλλά αξιέπαινο εγχείρημα στο μέτρο των όποιων δυνάμεων και ικανοτήτων μου και παροτρύνω όλους τους συναδέλφους να πράξουν το ίδιο.
Θεόδωρος Σκενδέρης
Σχολικός Σύμβουλος Αγγλικής
Ν. Ημαθίας, Πέλλας & Πιερίας

Post for you!
Dear colleagues,
The time has come for our newly established union to release our maiden newsletter with the promising name “The Horizons”.
We hope you will like it first and then support it, as its aim is to promote our work in the classroom, to enable us exchange ideas, activities that worked, opinions, and whatever you find worth publishing.
So we expect you to contribute to this effort to make it a successful magazine that will live up to our expectations and become a valuable tool in our hands.
What’s more, I feel it is my duty to thank Mr Demetrios Hadjinicolaou, who is the editor and has undertaken the task to create this magazine thanks to his eagerness and effectiveness.
Last but not least, our school advisor Mr Theodoros Skenderis has also been a keen supporter and encouraged us to consider seriously the idea of publishing a newsletter. For his constant and thoughtful support in everything we attempt we thank him deeply.
On behalf of the SETUI board I wish you a creative and productive school year.
The Chairperson
Anastasia Asikidou

(The Horizons’ editor contemplates what this publication could look like)
Dearest readers,
the title of this article is one of the responses I got from my students when I once asked them what the word horizon meant to them. Frankly, I found it 100% literal and originally poetic at the same time. Hence, we came up with a similar name for our modest editorial attempt you are probably poring over.
To cut a long story short, we would like this review to be simultaneously a scientific journal featuring practical analyses, and a casual review with vignettes, jokes and fun; a tribune for all of you that want to assert their theses and a forum for everyone who wishes to lend an ear to others’ views, and comment on them afterwards. Personally, I have been inspired by Gregory Xenopoulos’ The Formation of the Children’s Character (Η Διάπλασις των Παίδων) periodical and its motto: τέρπειν άμα και διδάσκειν. Naturally, I expect that the material to be published will range from lesson planning, pupils’ projects, news and activities of our Union, the State English Teachers’ Union of Emathia, to snapshots, recipes, and pieces of art or literature; from advertisements about current posts for practising EFL teachers to announcements about events and web site reviews.
At this point, I would like to extend my warmest thanks to all present and future contributors to this periodical. By the way, I should invite all teachers of English in our prefecture to support and enrich this magazine with their inspired efforts. I candidly hope that this issue will be followed by many more and our horizons will be broadened for good. May the commencing 2006/07 school year be full of edutainment (= education + entertainment) for all of you!
Best regards,
Demetrios Hadjinicolaou

The pupils’ corner
lol stands for laugh out loud!
“No one wants me at school”, whimpers the son. “Neither the teachers nor the children like me. The school bus driver can’t stand me any more. The caretaker is always arguing with me. I’m not going there again.”
“But you have to go”, says his mother. “You’re the headmaster!”
- Could you please stroke the dog?
- With pleasure. Surely, you must be proud of your dog.
- He’s not mine. Just wanted to check if he will bite.
- Yuk! There’s a dead fly swimming in my soup.
- Nonsense. Dead flies can’t swim.

William Shakespeare (1564-1616) is one of the most popular English writers. He lived about 400 years ago and wrote almost 40 plays and many poems. Some of his plays are “Romeo and Juliet”, “Hamlet” and “Othello”. Today millions of people all over the world still enjoy Shakespeare’s plays. But who was this mysterious William Shakespeare? When he was young, Shakespeare lived in Stratford-upon-Avon, a town near London. Today, thousands of people who admire Shakespeare’s work visit this town to see his house.
Visitors can also see the Stratford grammar school. Shakespeare studied nine hours a day in that school. The teachers were very strict and punished pupils who broke the rules. They studied Latin, an important language in those days. Shakespeare also knew Italian, French and a little Greek.
Shakespeare is still successful today because he wrote for everyone, not just a few, and he wrote about all kinds of people, kings and queens, generals, servants, thieves, criminals and so on. Many countries have translated Shakespeare’s plays and poems into their own language. As someone who knew him said: “He was not of an age, but for all time.”

Photeinè Papagiannidou, 2nd-former.

Having read the text about Shakespeare carefully, try to answer the questions below.
1) When did William Shakespeare live?
2) Why is Shakespeare characterised as “popular”?
3) What information is given about Shakespeare’s hometown?
4) What is the author’s judgement about the school where Shakespeare studied as a pupil?
5) What languages was Shakespeare familiar with?
6) Are Shakespeare’s plays only available in English?
7) Which sentence in the passage implies that Shakespeare’s works are still relevant today?

Παρακαλώ να μου επιτρέψετε, κάνοντας χρήση της φιλοξενίας σας, να υπενθυμίσω σ’ όλους τους συναδέλφους τα παρακάτω:
◦ Ο κάθε μαθητής έχει την δική του ξεχωριστή προσωπικότητα, τις δικές του ανάγκες και τον δικό του τρόπο μάθησης .Έχει δικαίωμα στην πρόοδο και στην επιτυχία και αξίζει να πετύχει ανάλογα με τις δυνατότητές του. Οφείλουμε να τον γνωρίσουμε, να τον αποδεχτούμε, να τον σεβαστούμε και να του δώσουμε όλες τις δυνατές ευκαιρίες να πετύχει.
◦ Η διδασκαλία μας πρέπει να είναι φιλική προς τον μαθητή, μαθητοκεvτρική και διαφοροποιημένη. Η επιλογή του διδακτικού υλικού, των στρατηγικών, τεχνικών και δραστηριοτήτων για κάθε τάξη και κάθε μάθημα να γίνεται σύμφωνα με τις γνώσεις και τα ενδιαφέροντα των μαθητών και όχι με βάση τις προσωπικές μας προτιμήσεις και την διευκόλυνσή μας.
◦ Ο ρόλος μας είναι αυτός του συντονιστή και εμψυχωτή σε μια ομαδοσυνεργατική και βιωματική μάθηση με επικοινωνιακή προσέγγιση.
◦ Εφαρμόζουμε πάντα το Διαθεματικό Ενιαίο Πλαίσιο Προγράμματος Σπουδών και ακολουθούμε το Αναλυτικό Πρόγραμμα και τις οδηγίες του ΥΠΕΠΘ και του Παιδαγωγικού Ινστιτούτου, λαμβάνοντας υπόψη τις κατά περίπτωση ιδιαιτερότητες και ενημερώνοντας αρμοδίως.
◦ Η επικοινωνία, η συνεργασία και η ενεργός συμμετοχή δεν μπορεί να είναι μόνο στόχος της διδασκαλίας μας και απαίτησή μας προς τους μαθητές. Οι ίδιοι πρέπει να θέσουμε τους εαυτούς μας παράδειγμα ενεργούς συμμετοχής στα του σχολείου, συνεργασίας και καλής επικοινωνίας με όλους τους παράγοντες (μαθητές, γονείς, συναδέλφους, διευθυντές κλπ).
◦ Η καλή και συνεχής ενημέρωση, η συστηματική προετοιμασία και η άσκηση πάνω στο διδακτικό αντικείμενο και στον εαυτό μας, καθώς και η συνεχής αυτοαξιολόγηση – που πρέπει να μας κατευθύνει στην συνέχιση ή αναθεώρηση του έργου μας – θα μας οδηγήσουν στη επιτυχία.
◦ Οι νέες τεχνολογίες θα μας διευκολύνουν και θα κάνουν πιο ελκυστικό το μάθημά μας, αλλά η επιτυχία εξαρτάται από εμάς. “Success depends less on materials, techniques, etc, and more on what goes on inside and between people in a classroom” (Stevick, E.: 1980).
◦ Να θυμάστε πάντα ότι ο ΔΑΣΚΑΛΟΣ ΚΑΝΕΙ ΤΗ ΔΙΑΦΟΡΑ.
Σκενδέρης Θεόδωρος
Σχολ. Σύμβουλος Αγγλικής
Ημαθίας, Πέλλας, Πιερίας

As the national anniversary of the 28th October 1940 is drawing near, wouldn’t it be a good idea to help pupils brush up their History with the amusing cross-curricular quiz below? The key
* is at the bottom of this page, but don’t cheat!


1) Which nation(s) attacked Greeks on 28th October 1940?
A. Albanians
B. Germans
C. Italians
D. Turks
2) Who was the Greek Prime Minister at the time?
A. Eleutherios Benizelos
B. Ioannes Metaxas
C. Ioannes Kapodistrias
D. Spyridon Tricoupes
3) What had offended the Greeks’ religious faith?
A. The sinking of the Titanic
B. The bombardment of the church of the Theotocos on Tenos
C. The destruction of the Argo
D. The torpedoing of the Helle
4) When did that crucial event happen?
A. On 15th August 1940
B. On 15th August 1939
C. On 25th March 1940
D. On 28th October 1940
5) Which famous singer encouraged the Hellenic Army?
A. Sophia Vossou
B. Dora Stratou
C. Sophia Vebo
D. Vickie Moscholiou
6) What do you know about the phrase: “Hellènes, arrêtez-vous; ici c’est la France”?

Evaluation and assessment:
Can they go hand in hand?
Diana Hicks
* looks at some differences between assessment and evaluation and suggests some practical classroom strategies.
New approaches and ideas in the curriculum, teacher training, classroom activities and teaching styles bring with them new ways of thinking and behaving and new words to talk about the innovations. 'Evaluation' and 'assessment' are two examples of this new vocabulary. Neither term is new to teachers or students but what is new are the different strategies which can be used to make clearer distinctions between them.
Evaluation and assessment are often thought of as having the same meaning because they can sometimes be carried out by one event. However, each serves different purposes because assessment and evaluation are each concerned with different aspects of teaching and learning. We assess our students to establish 'what' and 'how much' they have learnt but we evaluate our students to find out 'how' the learning process is developing. Both are of importance to the teacher and the learners.
Assessment without evaluation
The most straightforward example of assessment without evaluation is the end of year examinations. These are usually based on the syllabus or the textbook and the grade indicates the 'attainment' or 'achievement' level of each student, which can be measured against the other students in the same class or in other classes. The result is simply that students know whether they have passed or failed and teachers know who are the 'good', 'average' and 'weak' students.

Assessment with evaluation
However, in addition to end of year tests, during the course of a school year students may take other smaller 'quizzes' or tests. Generally, however, the scores from these smaller tests (such as 6/10 or 62%) will give the teacher the rank order for the students in the class but will probably not tell the students where and why they are going wrong nor will it give them strategies to help them improve. Neither will the scores inform the teacher about how and why the students behaved in a certain way. These smaller tests are ideal mechanisms to use to 'observe effects in context' - in other words, to build evaluation into assessment.
Some practical ideas
• Tests in the school year
Tests given during the school year can be seen as ways to help bring about changes in our teaching. In this way they move away from being merely 'attainment' or 'achievement' tests and instead become 'formative' or 'diagnostic'. In this case evaluation is used to improve certain aspects of the course or to change or add different activities in order to improve the progress of more of the students in the class during the course of the school year.

The short tests given during the year usually refer back to units recently covered in class and usually focus on grammar and vocabulary. Often they are 'gap fill' so the teacher or even students can mark them quickly. These provide quantitative feedback - they tell us how much the students have remembered but they do not tell us how they learnt it or which kind of tasks the students found most useful to help them understand it. However, if the students are involved in evaluating the contents of the test, we can acquire qualitative feedback on the basis of which we can re-assess our teaching and testing behaviours. There are different ways in which students can be involved in this qualitative process of assessment and evaluation.
We can bring the students into the process of 'how' by, for example, ... inviting them to think about what kind of exercise would best test their knowledge of vocabulary.
• Evaluation in vocabulary assessment: involving the students
First, all tests consist of 'what' and 'how': students usually know 'what' they will be tested on but they are probably not told 'how'. We often underestimate the 'how': that is, the exercise type we choose may not be a factor taken into account when we design the test. Nevertheless, it is this 'how' of the test which can help us make our teaching and the students' learning more effective. We can bring the students into the process of 'how' by, for example, telling them that there will be a vocabulary test and inviting them to think about what kind of exercise would test their knowledge of vocabulary best. First, students can look at the kinds of vocabulary exercises they did in previous tests. If the vocabulary exercise in all the tests is always the same type it will be worth spending some time thinking about why this is the case.
• Exercise types
If, however, there is a range of exercise types which test vocabulary, students can be asked to consider how successful they think each exercise type is : how much guesswork is involved in each exercise? what kind of guesswork? Guessing from context in a cloze text, for example, is a different kind of guessing from three or four choices in a multiple choice sentence. What other language knowledge do they use to make guesses in multiple choice sentences? Which kinds of exercise ask them to think about the words? Which ones ask them to use the words creatively? Which exercise types require other skills? (Comprehension questions require reading skills for example.) Which kind of exercise do they prefer and why?

Then, to get a broader picture, students can look through their Students' Books and Workbooks and find as many different kinds of vocabulary exercises as they can, and, at the same time, they can consider which types are appropriate to use in a test. By this time, a list of different vocabulary exercise test types can be written on the board and students can be asked to rank them in order on a piece of paper: putting the ones which they like and are good at at the top and the ones they don't like and are not so good at at the bottom. In pairs they can then discuss reasons for their reactions and write them on their sheet. The sheets are collected in and the results are collated on a poster or overhead transparency.

Already the students have been able to evaluate 'how' they are tested, to think about a variety of options and to think about which type of exercise suits them best. The teacher has collected in some important qualitative information about the process of testing which can be used to inform the construction of the next test and, perhaps also, the teaching which leads up to the next test.
• The next test
The next test can be prepared in the normal way except that, on the test paper, the teacher can put two or possibly three different kinds of exercises to test the same material from which the students have a choice: they must do the exercise which they think they will do best at. The teacher marks the test as usual but at the same time, makes a note of the choices the students made and checks whether students did better or worse than they did on previous tests. When the test is returned to the students they will know not just how much they know but also how correct they were in their choice. In other words, they will have learnt something more about their own learning strength.

This kind of evaluation process allows the teacher to understand more about the individual students learning preferences but also shows that often it may not be the material, in this case, the vocabulary, which is causing a problem for the students, but the manner - the way - in which it is being tested, or, possibly even being taught. This kind of approach to a test allows for the results to become the next stage of the teaching process and the next stage of the students learning process.
Students spend about 10,000 hours of their lifetime trying to learn at school: it is important that some of those hours are spent on evaluating and discussing how that learning happens, or doesn't happen!
• Students follow up: vocabulary learning
Tests are often graded by the teacher, returned to the students, the correct answers are provided in class and the test is then put away and forgotten. If the students have chosen which part of the test to do, the success or failure of that choice can become a subject of discussion: how did they prepare for the vocabulary test? What different approaches did they use and why? Finding out what students do to help themselves learn provides fundamental qualitative data for all teachers. Some students may not prepare well for a test because they are not sure what to do or they know that the strategies they have used before have been unsuccessful and they don't know how to replace them. Unless they learn other strategies they may stop preparing for tests altogether because they know they will fail. Some students may like to keep an evaluation 'diary' or journal in which they can record what kinds of strategies they used to prepare for tests or learn their new vocabulary.

Students spend about 10,000 hours of their lifetime trying to learn at school: it is important that some of those hours are spent on evaluating and discussing how that learning happens, or doesn't happen!
• Teachers' follow up: vocabulary teaching
Once the students have discussed their successes, failures and strategies, the teacher can then decide how to adapt vocabulary teaching in the future. Perhaps too much time is spent on 'pre-teaching' vocabulary? Perhaps students know more words than the teacher thinks? Perhaps they know different ones? Perhaps students do not feel comfortable with dictionaries? Perhaps the problem isn't one of vocabulary but of spelling? Perhaps there is too much emphasis on short term memory rather than long term memory? Perhaps some students would prefer more vocabulary practice in a variety of ways - more reading, more puzzles, more writing.
• Assessment in writing
Many students find writing in English very difficult because there are so many different things to get right - spelling, tenses, vocabulary, agreements, prepositions, syntax particularly word order, register, punctuation and organisation. Correcting written work is often very time consuming and frequently ineffective in that it changes little in the students' approach in the future. When students produce a piece of writing it can be marked subjectively or holistically. This means that an overall grade is given which does not take into account specific strengths and weaknesses such as spelling, sentence structure or punctuation but is concerned with the general impression. This is an assessment strategy which has no built in evaluation. Students do not know from a holistic mark where their weak points are or what they should do to improve. On the other hand, correcting every error in the writing has little or no evaluative worth either because it often leaves students feeling that they don't know where to start to improve.
• Evaluation in writing
In order to build evaluation into the assessment of writing during the course it is worth having an analytic marking scheme which the students are familiar with. If, for example, the piece of writing has a total of 20 marks, separate marks need to be allocated for each aspect of the writing. The teacher can put on the blackboard a list of the features to correct in a piece of writing and ask the students to decide how many marks they think should be given to each feature (with the total amounting to 20). When the students have a writing test or produce a piece of writing in class or for homework, marks can be given for each individual feature, eg 2/4 spelling, 3/5 punctuation etc. Before the students hand in the work, they can be asked to write their own grades for each feature at the bottom of the paper. This will encourage students not only to look through their work carefully when they have finished but will also help them evaluate their own weak and strong points.
• Follow up: writing
A breakdown of areas for marking will give the students a clearer idea of their strengths and weaknesses. Students who have spelling problems, for example, can be asked to analyse what kind of mistakes they make, perhaps to compare them with patterns of spelling errors in mother tongue. The teacher may then need to provide spelling worksheets or the students can be asked to prepare spelling quizzes. If all the students are weak on cohesion - that is, if the texts they write do not hang together well - it may be worth spending time analysing the texts in the student’s book or in other resources. Perhaps on one test, the students can be allowed to have English-English dictionaries, on the next test they could be allowed to take in English-mother tongue dictionaries. The teacher can then discuss with them afterwards the differences this made to their writing. Perhaps some students write and think very slowly and this affects their work. In this case the next writing test can be set with double the time limit, making sure there is something else for the students who finish early to do.

Assessment and evaluation cannot always walk hand in hand: assessment is needed for administration purposes, teachers, parents, students, employers and universities. However, the process of teaching and learning can benefit enormously from the flexibility provided by building evaluative systems into smaller assessment tests so that on going testing becomes a 'user-friendly' 'hand holding' activity rather than an isolating threat._

Photographs from our activities
Above: Thumbnails from the 5th Conference of EFL teachers in South-Eastern Europe on “enhancing the effectual performance of teachers’ unions”, which was jointly organised by SETUI, English School Adviser for Emathia, Pella and Pieria Mr Theodoros Skenderis and the British Council, held at the Elea café/restaurant in Berrhœa, under the aegis of the Prefecture of Emathia and the Municipality of Beroea, on 21st and 22nd October 2005; committee members from Bulgaria, Cyprus, Scopje, and Agrinion, Athens, Bolos, Chania, Comotene, Cosane, Drama, Hagios Nicolaos in Lasithion, Heracleion, Serrai and Thessalonica attended the proceedings, were guided around Berrhoea, and visited the archaeological site in Vergina and Boutares’ Winery in Stenemachus, thanks to our generous sponsors.

Glimpses of the “Seminar on exploiting new technologies in English Language Teaching” organised by SETUI and the Pan-Hellenic Association of State School Teachers of English (Π.Ε.ΚΑ.Δ.Ε.), sponsored by the Prefecture of Emathia, held at the Aeges Melathron Hotel in Berrhœa on 8th April 2006. The seminar was attended by the Deputy Prefect in charge of Educational Affairs Mr Orestes Sideropoulos, the Deputy Mayor in charge of Cultural Affairs Mrs Mima Demoula, the Head of the Directorate for Secondary Education in Emathia, Mr Nicolaos Evangelopoulos, the Deputy Head of the Directorate for Primary Education Mrs Despoena Telaloglou, School Advisers for Emathia, Pella and Pieria Mr Theodoros Skenderis and Cosane Mr Ioannes Tsitsiklis and plenty of practising EFL teachers. Left: Mrs Antigone Bratsoli, one of the keynote speakers; right: part of the audience.

Left: A souvenir photo from the Educational Forum, held on the Island of Dreams, Eretria, Eubœa. The trip to the Centre for Further Educational Development lasted from 20th to 21st May 2006 and was co-ordinated by our very own Vivè Doulgeroglou. Travelling expenses, accommodation, boarding and all the Forum lectures, workshops and events were wholly covered by Hillside Press ELT BOOKS, to whom our sincere gratitude is due; right: SETUI’s board of directors cutting St Basil’s pie, January 2006

Quarterly magazine
published by the
State English Teachers’ Union of Imathia

This journal aspires to be a regular newsletter, delivered to teachers of English, free of charge. The editor wishes to disclaim all responsibility and liability in relation to information or opinions submitted by partners.
Site seeing
This column will suggest a web site at a time. For this issue we would like to recommend the web pages run by the Directorate for Secondary Education in Phthiotis, to be found in the URL address: http://dide.fth.sch.gr/ . It is an excellent, constantly updated site, containing useful data as regards all the latest developments in our clerical and educational field, comprising Ministry of Education circulars and bulletins or tables with names, information on appointments, transfers, detachments, running programmes and the like.

Our Union, in collaboration with its counterparts of French and German Language Teachers in Emathia is to organise a common spring event featuring sketches (drama), singing, reciting poems, exhibiting works of art/posters and various pupils’ projects or presentations in English, French or German. You are kindly requested to think of a creative contribution with your Primary/Secondary students and participate in the happenings. Please, declare your theme and apply for (a group of) your student(s) taking part by 28th February 2007.


* KEY to the HISTORY QUIZ: 1) A and C, 2) B, 3) D, 4) A, 5) C, 6) It was included in ironic signs put up by French troops along the French-Italian border, meaning “Greeks, stop; this is France!” The underlying idea was that the Greeks would eventually defeat Italy, advancing as far as the frontier with France and those inscriptions were intended for directing them southwards!
* The above article is courtesy of Mr Jim Kalathas, Senior ELT and Education Consultant, Cambridge University Press, Thessalonica.

Warmers and fillers

Phrasal verbs
Students frequently have problems with phrasal verbs – or feel that they are difficult.
Here are some quick activities to revise phrasal verbs that your class has recently met
and make them more confident in using them.
1 Phrasal verbs noughts and crosses (tic-tac-toe)
This activity is suitable for any level. Use the grid on the worksheet or make your
own using phrasal verbs that you want to revise with your class. Put your grid on
an overhead transparency or a large sheet of paper that you can pin up in front of
the class.
Divide your class into two teams, one for the crosses and one for the noughts. The
object of the game is for one team to make a complete line of noughts or crosses.
One team chooses a phrasal verb from the grid and quickly makes a sentence
using it. If the sentence is correct in every way, (meaning and grammar), one team
member can put a cross or a nought through that verb on the grid.
The other team then has a turn. If their sentence is correct they can put their sign
on the phrasal verb.
Continue in this way until one team has made a complete line.
2 Complete the jokes
This is a good activity for a Friday afternoon for an advanced class with a sense of
humour. These jokes make use of the fact that a phrasal verb may have a literal
and an idiomatic meaning.
Prepare one copy of the exercise on the worksheet for each student. Alternatively,
have the class working in pairs and give the first part of the jokes to one of the
pair and the second lines to the other.
Explain that phrasal verbs can have a literal and an idiomatic meaning and that
this can often be used with comic effect. Show them one joke as an example.
Make sure that the class know the relevant meanings of the phrasal verbs in the
jokes or have access to a good dictionary. Alternatively, you could use it as an
opportunity to introduce your class to some new verbs and get them to guess the
right answers.
Give out the worksheets and explain that they have to match the first part of each
joke in List A with the punchline in List B.
When the class have finished, discuss their answers and check that they all
understand the jokes.

A different way to approach this exercise would be to blank out the phrasal verbs in the
jokes and see if the class could fill them in. You could give them a list of verbs to help them.
A creative and able class might like to try making up some more jokes of their own, using
phrasal verbs that they know.
A: iv B: vi C: ii D: i E: iii F: v
3 Phrasal verb battleships
This activity, which can be adapted for different levels, takes a little while to set up and
explain, but is a good pairwork exercise, with an edge of excitement. If students already
know the classic game of Battleships, it should not be difficult for them to grasp this
version. It is a good way to revise and practise phrasal verbs.
Make a grid with four squares in each direction, like the one on the worksheet. In each
square write a phrasal verb that you would like your students to practise. Then make two
copies of the grid for each student. If you wanted to practise more verbs and have a longer
game, you could make a larger grid with five squares in each direction.
Give each student two copies of the grid. Keeping the piece of paper hidden, they should
draw three ‘battleships’ on one copy, one four squares long, one three squares and one
two squares. They can be horizontal, vertical or diagonal. There is an example on the
Students then work in pairs, asking and answering questions as in the example below.
The aim is to sink all your partner’s ‘battleships’ by asking questions with the phrasal verbs
that are covered by their ships. You mark the ‘hits’ and ‘misses’ on the second copy of the
grid to help you work out where your opponent’s battleships are.
Student A: ‘What time do you get up in the morning?’
Student B: ‘Miss! I usually get up at about 7 o’clock. Have you taken up any new hobbies
Student A: ‘Hit! Yes, I have taken up a new hobby recently. I’ve started training for the
Battleships world championships…’
Further work on phrasal verbs
Intermediate students can learn and practise phrasal verbs by using Oxford’s Really Learn
100 Phrasal Verbs and Really Learn 100 More Phrasal Verbs. These books can be used by
students studying on their own at home, or could be used in class or for homework. If you
are teaching business students, they could use Really Learn 100 Phrasal verbs for Business.
More advanced students could take advantage of a dictionary devoted entirely to phrasal
verbs, such as the Oxford Phrasal Verb dictionary for learners of English. This gives them
access to more than 7,000 British and American phrasal verbs and shows them how to use


1 Phrasal verb noughts and crosses
look up / sort out / turn up
make up / let down / get on with
do away with / point out / break off
2 Complete the jokes.
List A
A Did you hear about the woman who was picked up on suspicion of murder?
B I can’t sleep at night.
C Why are ghosts bad at telling lies?
D What did one candle say to the other?
E Can you put the cat out, please?
F Why do children on aeroplanes always agree with each other?
List B
i Are you going out tonight?
ii Because you can always see through them.
iii Why? Is it on fire?
iv She was so heavy that the policeman broke his arm.
v Because they don’t want to fall out.
vi Lie on the edge of the bed and you’ll soon drop off.

3 Phrasal Verb Battleships
get up / take up / fall over / sort out
write down / try on / cut down / wake up
fill in / go out / take after / work out
look up / run out of / get on with / look after

get up / take up / fall over / sort out

write down / try on / cut down / wake up

fill in / go out / take after / work out
look up / run out of / get on with / look after
Example of battleships
get up - write down - fill in
cut down - work out
look up - run out of - get on with - look after
Christmas Tips – Teaching Children © BBC British Council 2007
BBC British Council Teaching Children.
Christmas Tips
Carolyne Ardron
There are lots of Christmas activities on the British Council’s site for young learners
LearnEnglish Kids which you can use with your students during the festive season.
You can find these at http://www.britishcouncil.org/kids-topics-christmas
On this page you will find tips and ideas for using and extending the activities in the
Song: Santa, Santa, High in the Sky
Tell your learners they’re going to listen to a song about Santa. Ask them to tell you
what they know about Santa, for example, what does he look like? What does he
wear? Where does he live? What does he do during the year? What does he do the
night before Christmas? How does he travel? What does he like eating and
• Play the song without any volume. What can your learners see in the pictures?
What colour are they? How many are there? What’s Santa doing? Play the song
again and mime the actions together-fly through the sky, come down the chimney,
put a present in a stocking, drink a glass of sherry, eat a mince pie, the wind’s
blowing, the stars are shining! Then give your learners an action in turn and ask them
to mime the action. Now guess-what are they doing? Play the song again and sing
• Practise Christmas words from the song with this online game:
• When you’ve finished listening and singing to the song you could download and
print off the words to the song, or download and print an activity to do related to the
song: http://www.britishcouncil.org/kids-songs-santa-activity.pdf
Finally, your learners might like to illustrate the song with his/her own drawings or to
draw a picture of Santa arriving at his/her house.
• If you’d like to develop the topic further, another idea might be to prepare a menu
for Santa and his reindeer what would your learners give Santa to eat and drink?
What would you give his reindeer?!
• You could also ask your learners to write a
letter to Santa. What would they like for
Christmas? See also:
Here are some Christmas games to try:
• Tell your learners they’re going to play a Christmas word game. What Christmas
words do they already know in English? Play ‘Hangman’ with the words or make a
Christmas picture dictionary.
• Start drawing a picture of a word related to Christmas, for example, a snowflake.
Your learners must guess what it is before you’ve finished the drawing. Alternatively,
if your home or classroom has been decorated for Christmas, play ‘I-Spy’. For
example, if there’s a present in the room you could say, “I spy with my little eye
something beginning with ‘p’”. Your learners then have to guess what you can see.
• When your learners have finished playing the word games, they could draw and
colour their own Christmas picture/word cards and play with a friend. All the cards
should be placed on the table, face down. The first player turns over a picture card
and a word card. If they match, they play again. If they don’t match, the cards are
turned face down again and the next player turns over another two cards. Players
must try and remember where the cards are. The player with most pairs is the
Christmas greetings
If you have a selection of old or new Christmas cards you could talk about the
pictures, pointing to and describing the different objects. Your learners
could then design their own Christmas card or make a Christmas collage
with the pictures. They could also make some Christmas decorations to
hang on the Christmas tree. All you need is a little card, glue, tissue
paper and/or felt-tip pens, crayons, glitter and cotton wool.
Don’t forget that your students can send Christmas ecards too:
Christmas words and messages
Practise words related to Christmas using this worksheet:
Can your learners also decode the message? Why not ask learners to write their own
Christmas messages (or any other messages) using this code, or a code they’ve
invented. Can you or others work out what the message is?
Christmas customs
Read and listen to the story My Favourite Day and find out about Christmas customs
in the UK:
Your students could write about their own Christmas customs, or their own favourite
• What do people usually do at Christmas in your country? What do they do in other
parts of the world? For example, do they put lights in their houses? Do they decorate
a Christmas tree? Do they get presents at Christmas? When do they open their
presents? Write a short description of Christmas in your country.
• What’s your favourite day of the year? What do people wear, eat, drink? What do
people do? Why do people celebrate this day? Do you give and receive presents?
Also find online and printable quizzes about Christmas around the world:
• Have a look at the first exercise on the printable worksheet. How do you say “Merry
Christmas” in your language? Do you know how to say “Merry Christmas” in any
other language? What about “Happy New Year”?
• Next, the quiz! You could try the quiz without any online help first of all. If your
learners find this too difficult, you could give them 2 or 3 multiple-choice options
(including the correct answer from the answer key!) Once they’ve finished, they can
check their answers by searching the 2 websites suggested.
• For more advanced learners, ask them to research Christmas in a country of their
choice and make a poster of their findings and/or make up their own Christmas quiz
to test your Christmas knowledge!

Story: The Snowman
• Before reading the story ‘The Snowman’, you could introduce the topic by asking
your learners about snow and winter, for example, does it snow in your country?
When does it snow? What do children like doing when it snows? Do you know how to
make a snowman? Have you ever made one?
• Draw a picture of a girl and a boy to introduce the characters of Katie and Eddie.
Then draw some snow. Ask your learners what they think is going to happen in the
story. Now read and listen to each page of the story online. Don’t worry if your
learners don’t understand every word-the pictures will help them make sense of
what’s happening.
• After listening to the story, act it out! Start by miming the actions together-wake up,
shout, run outside, dance in the snow, make a snowman, wave ‘Hello’, put on a scarf
and a hat. Then take different roles of Katie, Eddie and the snowman in turn and add
the dialogue. If you’ve got a digital camera and/or video camera you could record
your learners’ play and then make it into a slide show. Alternatively, you
could ask them to draw their own version of the story and add captions to describe
what’s happening. Make the snowman 3-dimensional with cotton wool for his head
and body, some wool or coloured thread for his scarf and hat and some orange
tissue paper for his nose!
• Learners can print and make their own snowman:
Finally, wrap up a present in Christmas paper. Make sure there are plenty of layers,
with a Christmas forfeit in between each layer, for example, ‘Name something we eat
at Christmas’. Now play the game ‘Pass the parcel’ to some background Christmas
music. When the music stops, the child holding the parcel carries out the forfeit. The
child who opens the final layer wins the present! A very Merry Christmas to you all!