GCE Greek SoW Unit 1 and 2 - XtremePapers RS … Level/Greek... · Web viewTo practise present tense of verbs in Active and Passive Voice and adjectives and nouns in –ης (e.g

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Edexcel GCE Greek (9GK01)Units 1 and 2

Scheme of Work for Edexcel Greek AS and A2 examinations

When planning a Greek Scheme of Work, teachers should bear in mind that those inspecting proficiency on Modern Foreign Languages at post-16 are encouraged to concentrate on the extent to which students:

Demonstrate their understanding of material written in Greek, drawn from a wide range of everyday, topical, technical, business, literary, social and historical sources, and can respond appropriately to it.

Understand and respond in writing to content used in various contexts, different types of registers and genres. Transfer meaning from one language to another effectively, accurately and idiomatically, in translations that show

understanding of morphology, register, idiom and nuance. Show extensive knowledge of the countries, customs and culture of the people where the language they are learning is

used. Have detailed knowledge and understanding of the themes and topics they have studied and the issues facing

contemporary society. Have developed mature and well-informed views on topical or controversial issues, and can present these in a logical,

coherent and accurate way in writing. Write accurately in a variety of styles appropriate to context, using an increasingly wide range of complex, sophisticated

and topic-specific language. Demonstrate a high level of grammatical accuracy.

The following Scheme of Work represents just one possible guide for teachers, it is built around the primary bibliography listed in the Greek Specification (http://www.edexcel.com/quals/gce/gce08/lang/greek/Pages/default.aspx) and employs a variety of commercial and authentic resources in printed or digital form.

Teaching resource exemplars

Edexcel GCE Greek Scheme of work © Edexcel Limited 20102

http://www.edexcel.com/quals/gce/gce08/lang/greek/Pages/default.aspx

The scheme of work contains suggestions for resources that you can use to support your teaching. These are suggestions only of material you may find useful and you are encouraged to use a wide range of resources that suit the needs of your students.

Possible resources including textbooks and online tools are:

Textbooks to draw from selectively:G. Babiniotis, (et al.) Hellenike Glossa, Athens: Lambrakis Foundation, 1993.D. Demetra and Marineta Papacheimona, Hellenika tora 2 + 2: dialogues, texts, exercises,grammar, vocabulary, Athens: Nostos, 1992.St. Vassiliadis, Ellenika Gia Prohorimenous, Idrima Manoli Triandafyllidi, 2008Anne Farmakides, Modern Greek reader, I: language and civilization, intermediate, New Haven: Yale University Press, 1983. [3rd ed.]Anne Farmakides, Modern Greek reader, II: introduction to literature, intermediate to advanced, New Haven: Yale University Press, 1983Helen Dendrinou Kolias Readings in Modern Greek Literature. For Intermediate and Advanced Students of Modern Greek and Others Interested in Modern Greek Literature but Lacking the Vocabulary to Understand It, Crestwood, NY: Caratzas, 2001.Philippaki-Warburton, Irene, David Holton, Peter Mackridge, Greek: a Comprehensive Grammar, London: Routledge, an imprint of Taylor & Francis Books Ltd., 1997.Froso and Kleanthis Arvanitaki, Communicate in Greek 3, Deltos Publishing, 2005

Online Resources For grammar and useful information on verb conjugation:http://modern-greek-verbs.tripod.com/contents.html For vocabulary lists and self- assessment practice, organised thematically:http://comet.cls.yale.edu/picturedictionary/pub/index.asp?p=2&v=&url=cat%5Fgen%5Fcombo%2Easp%3Fmeta%3D102

GCE SCHEMES OF WORK GREEK

http://comet.cls.yale.edu/picturedictionary/pub/index.asp?p=2&v=&url=cat_gen_combo.asp%3Fmeta%3D102

http://modern-greek-verbs.tripod.com/contents.html

A useful site that offers ideas and materials to support the teaching of Greek as a foreign and second language:http://www.komvos.edu.gr/fryktories/ Free software to create a variety of self-assessment, web-based tasks http://hotpot.uvic.ca/

News Agencies and Newspapers Athens News Agency (http://www.ana-mpa.gr/anaweb/user/selectlang?lang=el&currpageurl=%2Fuser%2Fshowhomepage) Eleftherotypia (http://www.enet.gr/) TO BHMA (http://www.tovima.gr/) TA NEA (http://www.tanea.gr/rendered.htm) Kathimerini (http://www.kathimerini.gr/) I Simerini (http://www.sigmalive.com/simerini) Politis (http://www.politis-news.com/) Fileleftheros(http://www.philenews.com/main/default.aspx)

Culture and Media Greek Ministry of Culture (http://www.culture.gr/war/index.jsp) Centre for Neo-Hellenic Studies (http://www.snhell.gr/index.asp) ELIA: The Hellenic Literary and Historical Archive (http://www.elia.org.gr/default.fds?langid=1) Centre for the Greek language (http://www.greeklanguage.gr/) Greek Film Centre (http://www.gfc.gr) Digital Archives, Greek Film Center (http://www.gfcdigital.gr/) Greek television on line - ert.gr Greek television on line - skai.gr Greek National Television Archives (http://www.ert-archives.gr/V3/public/index.aspx) Thessaloniki Film Festival (http://www.filmfestival.gr/)


http://www.filmfestival.gr/

http://www.filmfestival.gr/

http://www.ert-archives.gr/V3/public/index.aspx

http://www.ert-archives.gr/wpasV2/public/index.aspx

http://www.skai.gr/

http://www.ert.gr/en/

http://www.gfcdigital.gr/

http://www.gfc.gr/

http://www.gfc.gr/index.php?option=com_content&task=view&id=82&Itemid=52&lang=en

http://www.greeklanguage.gr/

http://www.greeklanguage.gr/eng/

http://www.elia.org.gr/default.fds?langid=1

http://www.elia.org.gr/default.fds?langid=1

http://www.snhell.gr/index.asp

http://www.snhell.gr/en/index.html

http://www.culture.gr/war/index.jsp

http://www.culture.gr/war/index_en.jsp

http://www.philenews.com/main/default.aspx

http://www.politis-news.com/

http://www.sigmalive.com/simerini

http://www.kathimerini.gr/

http://www.kathimerini.gr/

http://www.tanea.gr/rendered.htm

http://ta-nea.dolnet.gr/

http://www.tovima.gr/

http://tovima.dolnet.gr/

http://www.enet.gr/

http://www.enet.gr/

http://www.ana-mpa.gr/anaweb/user/selectlang?lang=el&currpageurl=%2Fuser%2Fshowhomepage

http://www.ana.gr/

Greek movies and TV online (http://www.greek-movies.com/) Greek movies and TV online (http://www.livemovies.gr)

Modern Greek Studies Greek Language Portal (http://www.greek-language.gr/greekLang/index.html) Dialang (http://www.dialang.org/intro.htm) Institute for Language and Speech Processing (ILSP) (http://www.xanthi.ilsp.gr/) Greek online encyclopedia: (LivePedia.gr ) Greek history online: (http://www.ime.gr/chronos/15/)

Edexcel Subject AdvisorsEdexcel has a team of specialist subject advisors available to help you with implementation of this specification. You can contact them by email or phone. Language Subject Advisor Service: http://www.edexcel.com/iwantto/Pages/sa-languages.aspx

Edexcel additional support Ask the Expert — puts you in direct email contact with over 200 of our senior subject experts Edexcel’s community — these message boards are designed to enable you to access peer-to-peer support from fellow

Edexcel teaching and delivery staff in schools and colleges.

Specification information

The Specification Delivery strategy in most MFL courses has usually been to cover the material in two years, over years 12 and 13. It may be the case that the Greek curriculum may be covered over years 11 and 12, so adjustments may be made by the teacher in individual cases. – To prepare for assessment, it is advisable to work through each topic area carefully and cover all possible sub topics.

Irrespective of the different headings, all topics share common themes and teaching may be sequenced so as to cover the overlap. When for example the topic of Youth Culture and Concerns is studied for the AS specification, themes such as life


http://www.edexcel.com/iwantto/Pages/sa-languages.aspx

http://www.ime.gr/chronos/15/

http://www.livepedia.gr/

http://www.xanthi.ilsp.gr/

http://www.dialang.org/intro.htm

http://www.dialang.org/intro.htm

http://www.greek-language.gr/greekLang/index.html

http://www.greek-language.gr/greekLang/index.html

http://www.livemovies.gr/

http://www.greek-movies.com/

style, education, political beliefs and the environment could be addressed, as they constitute aspects of young people’s interests and world of experience. Moreover, as these schemes of work indicate, it is possible to organise the progression of lessons in a “spiral” form, whereby each new topic presented overlaps with content relating to previously taught themes, resulting, in this way, to useful recycling of vocabulary and structures. In cases where the student profile allows for differentiated instruction and a wider and more in depth coverage of material, cross references could be made to thematic overlaps between the AS and the A2 specification. Where such an overlap is possible, recommendations for cross-curricular teaching are indicated in red.

– It is advisable to allow time for consolidation and review of material. In cases when there may not be adequate teaching periods devoted to the GCE syllabus, an arsenal of online tasks and resources as well as self- assessment exercises might be necessary to ensure full coverage of material.

– There is a variety of commercial textbooks that may be partly suitable for the new specification. As yet, and to the best of our knowledge, a textbook which is targeted at Greek GCE 2009 and includes assignments which are applicable across AS and A2 does not exist. To this purpose, teachers may need to adapt past papers and combine resources in order to enrich classroom materials and enhance learning at this level. Because of the lack of textbooks tailor made to address the requirements of this specification, suggested resources in the individual SOW are mostly restricted to digital materials.

– Familiarisation with the rubrics and the types of questions and responses employed in this specification are necessary for a successful outcome. The new specification varies in format and content to the previous one and close reading of the new syllabus and accompanying sample assessment materials is recommended. Teachers may also attempt to adapt previous examination papers to suit the new format, as the content, largely, remains comparable.

Throughout Term 1 of Year 12, teachers should work with students on the following:

• Using a bilingual dictionary• Learning and recording vocabulary• Organising work• Writing brief descriptions of a variety of items and issues• Expressing opinions on a variety of issues relating to personal experience and general topics• Reading for gist• Taking notes and writing summaries in English and in the target language• Understanding and interpreting written information• Structuring an argument or presentation in writing• Translating into EnglishThroughout Term 2 of Year 12, teachers should work with students on the following:


• Writing newspaper reports, emails and compiling lists of pro and con arguments on topics• Structuring a written response• Checking and correcting written work• Strategies for extending vocabulary• Revision of vocabulary• General revision techniques


• Examination practice• Past papers• Revision of tenses• Recognition of more difficult structures• Checking students have understood, learned and practised all the grammatical structures laid down in the AS grammar lists.

Exemplar activities given throughout are indicative only and may be used to supplement the tasks suggested within the textbooks and resources selected by the teacher. Teachers should bear in mind the need to ensure that students not only gain knowledge and understanding but also that they develop the ability to evaluate and to express opinions in written form. Activities might include the following: Surveys; debates; reviews; reports; blogs; posters; brochures; grids; letters; emails; essay introductions; essay conclusions; full essays; and dialogues.Students should be given constant practice in the art of translation, with particular reference to translating from Greek into English.

In addition, students ought to be exposed and to the multiplicity of resources available on the digital landscape. In particular:

• PowerPoint• email• podcasts• online dictionaries• grammar references• image searches via search engines such as www.google.gr• satellite television


• radio broadcasts• instant messaging• MP3• video• CD Roms• animations• DVDs

Y12Week

Content coverage/key questions

Learning outcomes

Exemplar activities Exemplar resources

1, 2 Youth Culture and Concerns:Music and Fashion

To start bridging the gap between GCSE and AS

To learn, understand and use the vocabulary of music and fashion

To recycle previously taught grammar. To introduce new items : adjectives in –ης (δημοφιλής),

Brainstorm the topic by asking students to give opinions about music and fashion. Prompts such as pictures of famous models/ musicians or quotations from interviews may be used as lead-in devices.

What role does fashion/music play in our lives?

Discuss the influences of musicians/rock stars/ models on young people

Role models for today’s youth: Politicians? Environmental activists? Rock stars?

Discuss and research aspects of the fashion/music industry

Students are directed to various digital texts and online resources in order to practise vocabulary relating to this theme. Indicative links that lend themselves to the theme and may be adopted by, either adapting the texts or the tasks or both:

http://www.music.net.cy/ http://www.difono.gr/news/ http://www.komvos.edu.gr/

fryktories/modules.php?name=Web_Links&l_op=viewlink&cid=35

http://www.voguehellas.gr/


http://www.voguehellas.gr/

http://www.komvos.edu.gr/fryktories/modules.php?name=Web_Links&l_op=viewlink&cid=35



http://www.difono.gr/news/

http://www.music.net.cy/

Y12Week


Learning outcomes


passive verbs in –ιέμαι (φοριέμαι, τραγουδιέμαι)

To be able to describe and evaluate themes pertaining to this topic

STUDY SKILLS - To be able to organise and plan, learn new vocabulary and use a dictionary effectively. To learn how to compile lexical sets of words belonging to this thematic category (either in digital or hard copy index cards)

What is the influence of fashion on our notion of “beauty”?

Students read and answer questions on a “model” text of appropriate content. Responses may be indicated by ticking boxes, choosing from multiple choices, matching text to titles or people, or answering in Greek.

Students translate short passages of relevant content

3 , 4 Youth Culture and Concerns:Relationships

To learn, understand and use the

Brainstorm the topic by asking students to give their views on contemporary ideas about

Students are directed to various digital texts and online resources in order to practise


Y12Week


Learning outcomes


vocabulary of relationships

To practise present tense of verbs in Active and Passive Voice and adjectives and nouns in –ης (e.g. ειλικρινής)


relationships, be it family or friends. Prompts such as pictures of famous couples/ family scenes/ extracts from Greek films on A2 syllabus, may be used as a stimulus.

Write a detailed description of different members of family /friends focusing on physical and character attributes. Evaluate the personality traits you consider most important.

Ideal friends? What are they like?

Fitting in: Discuss peer pressure in your circle of friends. How does it affect you?

«Δείξε μου το φίλο σου να σου πω ποιος είσαι». What do you think?

Agony Aunts: Write a letter about a problem with a friend or relative and then offer advice about resolving another classmate’s problem.

Students are asked to write a written response to some of the questions posed under exemplar activities.

The institution of marriage/ family: What does it mean nowadays? How

vocabulary relating to this theme. Indicative links that lend themselves to the theme and may be adopted by, either adapting the texts or the tasks or both:

http://www.lifo.gr/mag/features/34

http://www.tanea.gr/default.asp?pid=2&ct=2&artid=4512114

http://www.oikogenia.gr


http://www.oikogenia.gr/






Y12Week


Learning outcomes


has it changed throughout the years?

Students read and answer questions on a “model” text of appropriate content. Responses may be indicated by ticking boxes, choosing from multiple choices, matching text to titles or people, or answering in Greek


Students are asked to describe and comment of famous friendships or relationships.

Students view and write a response on representations of friendship and family life in extracts from films such as : Politiki Kouzina, Peppermint, etc

5,6 Youth Culture and Concerns:Technology

To learn, understand and use the vocabulary of technology

To practise verbs in Active and Passive Voice, adjectives nouns and pronouns taken from the

Brainstorm the topic by asking students to give their views on technology and the way it has transformed our lives. Attempt a comparison between life with and life without technology (a kind of “before and after”). Prompts such as quotations warning about the perils of technology may be used as a stimulus («Η υπερβολική χρήση ηλεκτρονικών υπολογιστών μπορεί να οδηγήσει σε σοβαρά σωματικά και ψυχολογικά προβλήματα»)


http://www.healthview.gr/http://tech-salad.blogspot.com/

2009/07/blog-post_23.htmlhttp://

internetaddiction18ano.wordpress.com/


http://internetaddiction18ano.wordpress.com/



http://tech-salad.blogspot.com/2009/07/blog-post_23.html

http://tech-salad.blogspot.com/2009/07/blog-post_23.html

http://www.healthview.gr/

Y12Week


Learning outcomes


prescribed grammar lists

STUDY SKILLS - To learn how to revise grammar and to understand verb tables – http://modern-greek-verbs.tripod.com/contents.html

Discuss and write about the possible future of technology

Create “pros” and “cons” lists to show the advantages and disadvantages of technology

Television and Digital Media: Describe and evaluate their significance

Does technology present us with any ethical concerns (should there be any limits, regarding research in new technologies)?



7 Youth Culture and Concerns:Drink, Drugs and Sex

To learn, understand and use the vocabulary of this subtopic

Brainstorm the topic by asking students to give their views on controversial issues such as the legalisation of drugs, the age of consent, the effects of addiction and

Students are directed to various digital texts and online resources in order to practise vocabulary relating to this theme. Indicative links that lend themselves to the theme and may be





Y12Week


Learning outcomes


To practise verbs in Active and Passive Voice, adjectives nouns and pronouns taken from the prescribed grammar lists


STUDY SKILLS - To learn how to revise grammar and to understand noun and adjective tables (these can be found at the back of most TBs for Advanced Learners)

alcohol etc. A useful prompt could come from Shakespeare, «Μακάρι να κοιμούνταν και να ξυπνούσαν όταν θα είχαν πια ενηλικιωθεί», which hints at the problems often associated with teenage years.

Write an email advising a friend about the dangers of drugs/alcohol

Find someone with the opposite view and debate one of the issues mentioned above



adopted by, either adapting the texts or the tasks or both:

http://www.prolipsi-xanthi.gr/modules.php?

op=modload&name=News&file=article&sid=7

http://teenagergr.wordpress.com/(for a variety of articles and comments

on issues relating to teenagers)


http://teenagergr.wordpress.com/

http://www.prolipsi-xanthi.gr/modules.php?op=modload&name=News&file=article&sid=7



Y12Week


Learning outcomes


8 Youth Culture and Concerns

Revision and Assessment Tasks

Short 100 word responses to stimuli such as:

«Η ομορφιά δεν είναι θέμα μόδας»«Οι σύχρονες διασημότητες από τον κόσμο της μόδας και της μουσικής αποτελούν κακό παράδειγμα για τους νέους»«Η μουσική ενώνει τον κόσμο»«Ο θεσμός του γάμου έχει χάσει τη σημασία που είχε παλιά»«Δείξε μου το φίλο σου να σου πω ποιος είσαι»«Τεχνολογία: Τα υπέρ και τα κατά»«Το χάσμα των γενεών: Τι το προκαλεί;»

Appropriate exercises reviewing vocabulary and grammar covered in this topic. Relevant activities taken from the SAMs and Past Papers from the old specification

9, 10

Lifestyle: Health and Fitness -Sport and Exercise

To learn, understand and use the vocabulary of sport and exercise

To practise verbs in Active and Passive Voice, adjectives nouns and pronouns taken from the

Brainstorm the topic by asking students to give their views on the idea of sportsmanship, the importance of fitness and a healthy life style. Prompts such as pictures of famous athletes/ famous quotations or data about health and young people may be used to stimulate discussion

Students read and answer questions on a “model” text of appropriate content. Responses may be indicated by ticking boxes, choosing from


http://www.segas.gr/el/c3/index-c3.asp

http://www.sport.gr/

http://www.athlotypo.gr/index.aspx


http://www.athlotypo.gr/index.aspx

http://www.sport.gr/

http://www.segas.gr/el/c3/index-c3.asp

Y12Week


Learning outcomes


prescribed grammar lists


STUDY SKILLS – to learn how to study vocabulary and compile lexical sets of words belonging to this thematic category.

multiple choices, matching text to titles or people, or answering in Greek.

Write an article about a famous Greek sports personality. Describe and evaluate.

List various sport and fitness activities and mention what you like or do not like about them

What is your favourite sport and why? Research/discuss and write on the

connection between sport and violence

Research/discuss and write your views on pressure to compete and excel and drug abuse amongst athletes


11 Lifestyle: Health and Fitness -Food and Diet and Health Issues

To learn and use the vocabulary of food and diet

To practise verbs in Active and Passive Voice, adjectives nouns and pronouns taken

Brainstorm the topic by asking students to give their views on the idea of sportsmanship, the importance of fitness and a healthy life style. Prompts such as pictures of famous athletes/ famous quotations or data about health and young people may be used to stimulate discussion

Vegetarianism – for or against?


http://diatrofologia.pblogs.gr/

http://www.edugate.gr/content/pagkosmia-imera-diatrofis-soyper-


http://www.edugate.gr/content/pagkosmia-imera-diatrofis-soyper-trofes-gia-kali-ygeia


http://diatrofologia.pblogs.gr/

Y12Week


Learning outcomes


from the prescribed grammar lists



Write an email to a friend giving advice as to how they could improve their diet and health

«Είμαστε ό,τι τρώμε»! Do you agree? Compile grids listing what is good and

what is bad for one’s health Argue for or against ‘size zero’

models Comment on the relationship

between ideas of beauty propagated by the fashion industry and eating disorders

The ban on smoking in public: What do you think? Write a short response. Find a person who has the opposite view and argue against them.



trofes-gia-kali-ygeia

http://www.e-erevna.gr/portal/story.aspx?ID=56872

http://users.thess.sch.gr/thomalekos/piramida.htm

12 Lifestyle: Health and Fitness

Revision and Assessment Tasks Short 100 word responses to stimuli such as:

«Το πνεύμα των Ολυμπιακών Αγώνων δεν υπάρχει πια »«Οι σημερινοί αθλητές ενδιαφέρονται μόνι για τη νίκη και τα χρήματα»

Exercises covering grammar and vocabulary covered in this topic, taken from the suggested TBs or created by the teacher.

Relevant activities taken from the SAMs and Past Papers from the old specification







Y12Week


Learning outcomes


«Βια και αθλητισμός» «Το κάπνισμα σκοτώνει»«Ο σημερινός τρόπος ζωής βλάπτει την υγεία»

13,14

The World Around Us: Travel and Tourism - Tourist Information

To learn and use the vocabulary of Τravel and Tourism



Brainstorm the topic by asking students to give their views on the importance and nature of travel and how tourism has affected a place they know. Prompts such as comparing pictures of famous resorts or different types of holiday destinations as well as extracts from travelogues may be used to stimulate discussion

Cross references to topic 3, in the Topics or Texts Section of Unit 2 (the A2 syllabus) are appropriate: Research and describe Cyprus or an area of Greece in terms of Geography, Economy and Culture. Present your work to your classmates and keep notes when they present their chosen region.

Research and describe your classmates’ favourite tourist destinations. Write a report sharing the information

Write a creative essay about an exciting trip to another country

Students are directed to various digital texts and online resources in order to practise vocabulary relating to this theme. Indicative links that lend themselves to the theme and may be adopted by, either adapting the texts or the tasks or both:http://www.united-hellas.com/tourism/

index-gr.htm

http://dir.forthnet.gr/6-0-gr.html

http://www.visitcyprus.com/wps/portal

http://www.gnto.gr/pages.php?langID=1&pageID=11

For data on Greece and Cyprus

www.el.wikipedia.org/wiki/Κατηγορία:Γεωγραφία_της_Ελλάδας

http://www.mediainfo2004.gr/cgibin/hweb?-A=291&-V=greece&-w=

http://users.pel.sch.gr/cchrysikos/


http://users.pel.sch.gr/cchrysikos/syndeseis/nomoi.htm

http://www.mediainfo2004.gr/cgibin/hweb?-A=291&-V=greece&-w

http://www.mediainfo2004.gr/cgibin/hweb?-A=291&-V=greece&-w

http://www.el.wikipedia.org/wiki/%CE%9A%CE%B1%CF%84%CE%B7%CE%B3%CE%BF%CF%81%CE%AF%CE%B1:%CE%93%CE%B5%CF%89%CE%B3%CF%81%CE%B1%CF%86%CE%AF%CE%B1_%CF%84%CE%B7%CF%82_%CE%95%CE%BB%CE%BB%CE%AC%CE%B4%CE%B1%CF%82

http://www.el.wikipedia.org/wiki/%CE%9A%CE%B1%CF%84%CE%B7%CE%B3%CE%BF%CF%81%CE%AF%CE%B1:%CE%93%CE%B5%CF%89%CE%B3%CF%81%CE%B1%CF%86%CE%AF%CE%B1_%CF%84%CE%B7%CF%82_%CE%95%CE%BB%CE%BB%CE%AC%CE%B4%CE%B1%CF%82



http://www.visitcyprus.com/wps/portal

http://dir.forthnet.gr/6-0-gr.html

http://www.united-hellas.com/tourism/index-gr.htm

http://www.united-hellas.com/tourism/index-gr.htm

Y12Week


Learning outcomes


To be able to express future plans and intentions.

Research and describe the impact of travel/tourism on the environment?

What is your dream destination? Why?

Offer a written account of the tourist amenities and everything a tourist should know about the place where you live



syndeseis/nomoi.htm

http://www2.cytanet.com.cy/klimakio/geographia/taxid.htm

15,16

The World Around Us: Transport and Weather

To learn and use the vocabulary of Tourist Information, Transport and Weather

To practise verbs in Active and Passive

Brainstorm the topic by asking students to offer “disaster scenarios” of what could possibly go wrong (transport or weather wise). An activity whereby they describe a personal experience of a holiday/trip that was ruined due to a problem with transport or weather may be used to stimulate discussion

Students read and answer questions on a “model” text of appropriate


http://weather.in.gr/weathercity.php?

ID=16716&ContinentCode=1


http://weather.in.gr/weathercity.php?ID=16716&ContinentCode=1





http://users.pel.sch.gr/cchrysikos/syndeseis/nomoi.htm

Y12Week


Learning outcomes


Voice, adjectives nouns and pronouns taken from the prescribed grammar lists


To be able to express future plans and intentions, describe and evaluate aspects of this sub topic

content. Responses may be indicated by ticking boxes, choosing from multiple choices, matching text to titles or people, or answering in Greek

Students translate short passages of approx 120 words each, of relevant content

Write a letter to a travel agent’s to complain about being misinformed with regard to a holiday package you bought.

“Weather” questions to consider

What is the weather like where you live?

Has the weather ever enhanced/ruined an activity?

What is your favourite type of weather? Why?

Describe a famous natural disaster

“Transport” questions to consider

Air travel: Pros and Cons What is the impact of the

various means of transport on the environment?

What do you do to reduce your carbon foot prints?

Can we have “green

(Students are directed to read the weather report on line and answer specific questions relating to today’s forecast or a five day forecast etc.)

http://epivatis.gr/e/ (focusing on issues related to

transport, safety and passenger rights)


http://epivatis.gr/e/

Y12Week


Learning outcomes


transport”?

17,18

The World Around Us: Environmental Issues – Pollution-Recycling

To learn, understand and use the vocabulary pertaining to this subtopic



Brainstorm the topic by asking students to list what they consider “major threats to the environment”. A picture that illustrates an environmental problem or a quotation such as «τον κόσμο τον κληρονομήσαμε απο τα παιδιά μας» may be used to stimulate the discussion


Students read and answer questions on a “model” text of appropriate content. Responses may be indicated by ticking boxes, choosing from multiple choices, matching text to titles or people, or answering in English

Draw up a list of what you consider to be major threats to the environment

Think Globally, Act Locally: What ways are there to help?

Global warming – what is it and what can we do about it?

Research and describe a well known environmental disaster or problem in Greece or the world


http://www.kpe.gr/index.php?option=com_content&task=view

&id=160&Itemid=86

http://www.i-live.gr/category/environment/

http://www.greenpeace.org/greece/


http://www.greenpeace.org/greece/



http://www.kpe.gr/index.php?option=com_content&task=view&id=160&Itemid=86



Y12Week


Learning outcomes


To be able to describe and evaluate aspects of this sub topic and make suggestions for improvement.

Write an email to an environmental action group suggesting ways in which you could contribute to their cause

Write a letter to a newspaper about pollution and offering suggestions

Is recycling worthwhile? Debate with a classmate who holds an opposing view

Nuclear Power: Pros and Cons19 The World

Around UsRevision and Assessment Tasks Short written responses to a variety

of stimuli. Students may be asked to work within a time constraint to write short responses to prescribed bullets, such as:

Εθελοντισμός και περιβάλλον Το μέλλον του πλανήτη είναι ευθύνη

όλων μας 10 πράγματα που μπορείς να κάνεις

για να βοηθήσεις το περιβάλλον Οι άστεγοι: Πώς μπορούμε να

βοηθήσουμε Η Πυρηνική Ενέργεια: Υπέρ και Κατά




Y12Week


Learning outcomes


20,21

Education and Employment:Schools in Greece, Higher Education

To learn and use the vocabulary of Schooling and Higher Education



STUDY SKILLS – to learn how to study vocabulary and compile lexical sets of words belonging to this thematic

Brainstorm the topic by asking students to identify the different tiers of education (Δημοτικό, Γυμνάσιο etc) and offer comparisons (if they know of any), between the Greek Educational System and the system at home. A picture of a lesson in a Greek school or slogan/image from a demonstration about the proposed private universities in Greece may be used to stimulate the discussion.

Alternatively, a clip from Politiki Kouzina, Peppermint or Hard Goodbyes, which shows the protagonists at school, may be used to lead into the topic.



Compare the education systems in


http://www.ypepth.gr/el_ec_page969.htm

(about the education system in Greece)

http://www.moec.gov.cy/(about the education system in

Cyprus)

Most TBs for advanced learners offer a variety of texts and tasks on the topic


http://www.moec.gov.cy/



Y12Week


Learning outcomes


category. Greece, Cyprus and the UK. Draw up a grid showing what in your view are the advantages and disadvantages of each

Identify the positive and negative aspects of your school experience so far

Suggest ideas for improving facilities and the quality of teaching and learning in your school.

School uniform – write a blog for or against and then debate with a classmate who has taken the opposite view

Describe what you see as the ideal school day, giving reasons

22,23

Education and Employment: After School, University

To learn and use the vocabulary of Higher Education and Life after School

To practise verbs in Active and Passive Voice, adjectives nouns and pronouns taken

Brainstorm the topic by asking students to talk about their plans after they leave school. Attempt a brief comparison between choosing work over university and draw up lists and useful vocabulary on the board.


Students translate short passages of


http://www.ypepth.gr/el_ec_category232.htm

(About Universities in Greece)http://www.ucy.ac.cy/

http://www.oaed.gr/Pages/SN_26.pg(on career guidance)


http://www.oaed.gr/Pages/SN_26.pg

http://www.ucy.ac.cy/



Y12Week


Learning outcomes


from the prescribed grammar lists



relevant content Write an account of your plans for

when you leave school. Is it worth going to university? Give reasons for or against and then take issue with a classmate with an opposing view

Do you believe that all university education should be free? What do you think about private universities?

National service is compulsory in Greece. What do you think about it?

Most TBs for advanced learners offer a wealth of material on the topic

24,25

Education and Employment:The World of Work

To learn and use the vocabulary of The World of Work

To practise verbs in Active and Passive Voice, adjectives

Brainstorm the topic by asking students to mention aspects of the ideal job. Draw up lists and useful vocabulary on the board. Alternatively, attempt a brief survey of the types of jobs or internships students have had so far. Draw up lists of advantages and disadvantages pertaining to their work experience

Students read and answer questions on a “model” text of appropriate


http://www.epaggelma.gr/ http://www.ison.gr/KEP/kentro

%20epagelmatikou%20prosanatolismou.htm


http://www.ison.gr/KEP/kentro%20epagelmatikou%20prosanatolismou.htm



http://www.epaggelma.gr/

Y12Week


Learning outcomes


nouns and pronouns taken from the prescribed grammar lists



content. Responses may be indicated by ticking boxes, choosing from multiple choices, matching text to titles or people, or answering in Greek


Research and describe the challenges faced by students in Greek speaking countries and in the UK, regarding employment

Research and describe the problem of unemployment and poverty

List various kinds of work/career and jot down the advantages and disadvantages of each.

How does one prepare for the world of work? Write a column offering advice to your classmates about what needs to be done to ensure good results

Write out your CV

http://www.prosanatolismos.org/


26 Education and Employment

Revision and Assessment Tasks Short written responses to a variety

of stimuli. Students may be asked to work within a time constraint to write short responses to prescribed bullets, such as:

Δωρεάν παιδεία για όλους




http://www.prosanatolismos.org/

Y12Week


Learning outcomes


Το ιδανικό σχολείο δεν έχει κανόνες Το «σχολείο της ζωής» είναι πιο

σημαντικό από το πανεπιστήμιο Το ιδανικό επάγγελμα Στρατιωτική Θητεία: Τα Υπερ και τα

Κατά Η ανεργία σήμερα

Remaining time to be used for additional examination techniques and tips, revision, practice, working through past papers, and the AS examinations.


Edexcel Scheme of Work for GCE Greek A2 (Year 13) – based on two terms (26 weeks), with the remaining time to be used for examination techniques and tips, revision, practice, and the A2 examinations.


• Revision of structures and vocabulary learned at AS• Further development of grammar, syntax and lexis at an advanced level• Selection of topics for presentation and research in Unit 2• Ongoing development of the skills of analysis and argument• Practice in writing discursive and creative essays• Practice in translating from and to the target language, with special emphasis on the latter• Continuing to build up a bank of useful phrases and idioms• Development of topics for research and written response in Unit 4• Further practice in writing discursive and creative essays• Further practice in translating from and to the target language, with special emphasis on the latter


• Examination practice• Past papers• Opportunity for Research into the topics or texts chosen• Opportunity for practice in critical responses to the topics or texts of Section C• Further developing and enhancing of all skills, ensuring that the grammatical structures laid down in the A2 grammar lists have

been understood, learned and practised


Throughout Term 3 of Year 13, teachers should work with students to ensure that they are prepared in all aspects of the specification.Exemplar activities given throughout are indicative only and may be used to supplement the tasks and content existing within the textbooks and resources selected by the teacher. Teachers should bear in mind the need to ensure that students not only gain knowledge and understanding but also that they develop the ability to evaluate and to express opinions in written form. Activities might include the following: Surveys; debates; reviews; reports; blogs; posters; brochures; grids; letters; emails; essay introductions; essay conclusions; full essays; and dialogues.Students should be given constant practice in the art of translation, with particular reference to translating from English into Greek.

It is envisaged that the selected Topics and Texts will be taught over 6-7 weeks each, to ensure adequate, in depth coverage of the material and provide opportunity for practice and development of the skills of synthesis and analysis. Provided that the profile of students, the structure of timetable and the class time allow it, it may be appropriate to pre-teach some of the material in SECTION C by highlighting the thematic overlap between the 7 topic areas and the texts and topics from Section C. Teachers and students may choose their preferred two topics/texts out of the six prescribed and adjust the sequence accordingly.

Y13Week


SECTIONS A B and C

Learning outcomes


1,2,3 Customs, Traditions, Beliefs and Religions:

Customs, Celebrations,

To learn, understand and use vocabulary related to this topic.

To use and practise the prescribed

Brainstorm the topic by asking students to offer experiences and views relating to aspects of what constitutes “Greekness”. Pictures of various ceremonies or celebrations may be used as a prompt. Alternatively, attempt to solicit views in order to draw up a list of cultural specifics that define reality in today’s


http://www.greeknewsonline.com/?p=9634


http://www.greeknewsonline.com/?p=9634

Y13Week


SECTIONS A B and C

Learning outcomes


Holidays grammar as it appears in the primary texts studied for this topic

STUDY SKILLS - To further enhance research skills – to compile and learn lexical sets of vocabulary pertaining to the topic

Greek speaking societies. Although stereotypes may be mentioned, they may be used to stimulate discussion

Students read and answer questions on a “model” text of appropriate content. Responses will be indicated by answering in Greek


Describe your experience of a Greek cultural practice (festival, ceremony, meal, encounter) with special reference to attitudes, eating and celebrating habits and beliefs, where appropriate. Share your narrative by presenting it in class and answer any questions your classmates may have

Draw up lists of important celebrations and festivals in Greek speaking societies. Research and describe their distinguishing characteristics.

If appropriate, link to the Culture sub topic of Topic 3 (Cyprus or a region of Greece) under Topics and Texts for Section C in Unit 2

If appropriate, link to the “Daily Life” sub topic of Topic 1 (The History of

(Customs in Cyprus)

http://ethima.blogdrive.com/archive/2.html(Customs and Celebrations in Greece)

Selected extracts from:Ευαγγελία Ραφτοπούλου – Γεωργαντζή, «Ελληνικά έθιμα και γιορτές», Neohel, 2005

Γιώργου Καρούζη, «Σύγχρονη Γεωγραφία της Κύπρου,» Τόμος 2, Σέλας, 1998

Ρένα Μπρισίμη- Μαράκη, «Ενας αιώνας Ελλάδα», Καστανιώτης, 2000



http://ethima.blogdrive.com/archive/2.html

Y13Week


SECTIONS A B and C

Learning outcomes


Greece 1960-1974), in Section C of Unit 2. Research, describe and comment on the distinguishing characteristics of life in Greece, during the 60s- early 70s.

Ιf appropriate, pre-teach and assign viewing activities that focus on the cultural elements of selected films («Τα δελφινάκια του Αμβρακικού», «Δύσκολοι Αποχαιρετισμοί», «Πολίτικη Κουζίνα», «Ένα τραγούδι δεν φτάνει», « Peppermint»). Some of these viewing assignments could be combined with research relating to Topic 1 (The History of Greece) in attempting to foreshadow the historical framework, the economy and culture of the 60s-early 70s.

Research and describe comparisons between customs and traditions pertaining to certain landmark practices (birthdays, weddings, christenings, family celebrations) in Greek speaking societies and the UK

Research, describe and compare prevalent superstitions in Greece, Cyprus and UK

4, 5 Customs, To learn, Brainstorm the topic by asking Students are directed to various digital


Y13Week


SECTIONS A B and C

Learning outcomes


Traditions, Beliefs and Religions:

Beliefs and Religions

understand and use vocabulary relating to this topic.

To use and practise the prescribed grammar as it appears in the primary texts studied for this topic

STUDY SKILLS - To further enhance research skills – to compile and learn lexical sets of vocabulary pertaining to the topic

students to contribute their views of how certain hot topics such as abortion, inter racial relationships, minority rights, the role of the church etc, are being dealt with or perceived in Greece.

Students read and answer questions on a “model” text of appropriate content. Responses will be indicated by answering in Greek


Write a short response on the following issues:

Abortion Discrimination based on class, race,

gender Keeping your Faith in today’s world. Equal rights: What does it mean?

Do parents/society treat men and women differently? Bullet-point your experience, develop an argument and share them with a classmate

If appropriate, link to The Role of the Church in Cyprus during 1925-1960. Research, describe and comment on the relationship between the Church,

texts and online resources in order to practise vocabulary relating to this theme. Indicative links that lend themselves to the theme and may be adopted by, either adapting the texts or the tasks or both:


http://odysseus.culture.gr/

Most TBs for advanced learners offer a wealth of material and related activities on the topic


http://odysseus.culture.gr/


Y13Week


SECTIONS A B and C

Learning outcomes


the Colonial Authorities and the Greek Cypriots during the period studied.

6, 7, National and International Events: past, present and future

This topic could be taught alongside Topics 1, 2 and partially 4 of the Topics or Texts Section of Unit 2

To learn, understand and use vocabulary related to this topic

To learn, describe and comment on the content included within the framework of the prescribed and chosen Topics of Section C, Unit 2, which overlap with the topic of National and International Events

To use and practise the

Brainstorm the topic by asking students to offer opinions about what they consider significant in the National and International Scene. Put a list of these events on the board. Ask students to fill in any details they know about these events. If necessary, narrow the focus to Greece or Cyprus or a special period (i.e. the 60s) in order to lead in to the overlap with Section C.

Visual prompts that may act as stimuli could come from film scenes that address the political or social coordinates of the period; Peppermint, A song is not Enough, A touch of Spice address the political situation in the 60s and early 70s, among others. Hard Goodbyes addresses the Americans landing on the Moon.

Students read and answer questions on a “model” text of appropriate content. Responses will be indicated by answering in Greek. The text could be a film review of one of the prescribed films, which could serve as

Students are directed to various digital texts and online resources in order to practise vocabulary relating to this theme. Material may also be drawn from the digital media recommended in the suggested links, under Online Resources, which appear in the opening pages of this document. Indicative links that lend themselves to the theme and may be adopted by, either adapting the texts or the tasks or both:

http://www.eliamep.gr/ http://europa.eu/index_el.htm

http://www.gfc.gr/

The Primary bibliography recommended for Topics 1, 2 and 3 of Section C, Unit 2, could also serve as source texts for vocabulary and grammar practice activities.


http://www.gfc.gr/

http://europa.eu/index_el.htm

http://www.eliamep.gr/

Y13Week


SECTIONS A B and C

Learning outcomes


prescribed grammar as it appears in the primary texts studied for this topic

STUDY SKILLS - To further enhance research skills and skills of synthesis and analysis; to compile and learn lexical sets of vocabulary pertaining to the topic

Reading Comprehension text, Translation Text and bibliographical source for research on Topics 1 and 4.


Research and present an important event that took place in Greece in 60s or in Cyprus from 1925-1960. Research and describe an important personality from the above mentioned periods in Greece or Cyprus.

Research and Present an important national or international event of the recent years and comment on its importance

War and Peace: Research and describe past and contemporary Wars or embattled situations. Material may be drawn from the Historical Framework of Topic 2 (History of Cyprus), in Section C, of Topics or Texts. Source texts could also serve as Reading Comprehension or Translation material.

8 National and Internatio

See above Students read and answer questions on a “model” text of appropriate content. Responses will be indicated

Students are directed to various digital texts and online resources in order to practise vocabulary relating to this theme. Material


Y13Week


SECTIONS A B and C

Learning outcomes


nal Events: past, present and futureThe European Union

by answering in Greek. The text could be an article about the European Union or a visual stimulus such as map of Europe. The same texts could serve as material for Translation.

The European Union: Research and describe the significance of membership for Greece or Cyprus.

may also be drawn from the digital media recommended in the suggested links, under Online Resources, which appear in the opening pages of this document. Indicative links that lend themselves to the theme and may be adopted by, either adapting the texts or the tasks or both:

http://www.eliamep.gr/ http://europa.eu/index_el.htm

9, 10 National and International Events: past, present and futurePolitical Violence and Terrorism

Migration and

See above Students read and answer questions

on a “model” text of appropriate content. Responses will be indicated by answering in Greek. The text could be an article about terrorism, violence in demonstrations, a personal account of being a foreigner in Greece, encounters with foreign workers in Greece etc, or a visual stimulus of a photograph about an act of terrorism or political violence. The same texts could serve as material for Translation.

Political Violence and Terrorism: Research and Comment on a specific example taken from recent or past

Students are directed to various digital texts and online resources in order to practise vocabulary relating to this theme. Material may also be drawn from the digital media recommended in the suggested links, under Online Resources, which appear in the opening pages of this document. Indicative links that lend themselves to the theme and may be adopted by, either adapting the texts or the tasks or both:

http://www.eliamep.gr/migration/publications-metanasteusi/metanastes-stin-

ellada-mia-sinopsi/


http://www.eliamep.gr/migration/publications-metanasteusi/metanastes-stin-ellada-mia-sinopsi/



http://europa.eu/index_el.htm

http://www.eliamep.gr/

Y13Week


SECTIONS A B and C

Learning outcomes


Racism history. Foreigners in Greece: Research and

describe the phenomenon of Migration

What are the benefits of a multicultural society?

Racism in Greece: is it a problem, why?

Design an anti-racism poster

http://europa.eu/youth/your_rights/as_an_immigrant_/index_he_el.html

http://www.socadm.duth.gr/index.php?cid=99&st=1

(Useful bibliography and data on Migration)

11,12 Literature

, Art and Music: Famous People

To learn and use the vocabulary of literature, art and music

To use and practise the prescribed grammar as it appears in the primary texts studied for this topic

STUDY SKILLS -

Brainstorm the topic by asking students to nominate their favourite representative of this category and say what they know about them. Draw lists on the board, highlighting useful vocabulary for describing the famous personality and the nature of the artistic product. If appropriate, refer to the poet Cavafy, the writer Ioannou or one of the directors whose films are recommended in the syllabus, in order to lead in to the overlap with Section C.

Research and write about a famous author, poet, playwright, composer, singer, painter. Why do you like/not like their work?

Students are directed to various digital texts and online resources in order to practise vocabulary relating to this theme. Material may also be drawn from the digital media recommended in the suggested links, under Online Resources, which appear in the opening pages of this document. The various digital media listed offer a wealth of material on various artists, including biographical information, interviews and reviews of their work. Indicative links that lend themselves to the theme and may be adopted by, either adapting the texts or the tasks or both:

For an index of online music magazines:http://www.musicheaven.gr/html/modules.php?name=Web_Links&l_op=viewlink&cid=85


http://www.musicheaven.gr/html/modules.php?name=Web_Links&l_op=viewlink&cid=85







Y13Week


SECTIONS A B and C

Learning outcomes


To develop strategies for reading literary texts and skills of synthesis and analysis

Write about a work of Greek literature which you have read – why did you enjoy/dislike it?

Compare and contrast the characters within the work.

Discuss the author’s style. What did you like/dislike about it?

Consider the cultural and historical background to some of the works of literature and cinematography recommended in the A2 syllabus. How does this background inform the work?

What does the work teach us?

For Information on theatre:http://www.theaterinfo.gr/theatrenews/index.htmlFor Information on Art, Museums and Exhibitions:http://odysseus.culture.gr/h/1/gh10.jsp

For Information on Films and Directors:

http://www.gfc.gr/http://www.cine.gr/film.asp?id=702313

For digital film archives:http://www.gfcdigital.gr/http://www.ert-archives.gr/V3/public/index.aspx





http://www.cine.gr/film.asp?id=702313

http://www.gfc.gr/

http://odysseus.culture.gr/h/1/gh10.jsp

http://www.theaterinfo.gr/theatrenews/index.html

http://www.theaterinfo.gr/theatrenews/index.html

Y13Week


SECTIONS A B and C

Learning outcomes


13,14

SECTION C TOPICS OR TEXTS

Topic 1: The History of Greece

OR

Topic 2: History of Cyprus

OR

Topic 3:Cyprus or a Region of Greece

To learn, understand and use the vocabulary of the primary texts prescribed in this section.

To use and practise the prescribed grammar as it appears in the primary texts studied for this topic or as is required for purposes of writing accurate and fluent critical responses to the material.

STUDY SKILLS - To develop strategies for

TOPIC 1

Research, describe and comment on the Historical Framework of the period 1960-1967. Pay particular attention to the main political developments and the protagonists of the period Single out the event and personality

that you consider more important in the period that you have studied Research, describe and comment on

the nature of the Greek Monarchy, its role and influence during the political developments of the period and the relationship between the Monarchy and the political figures of the time

TOPIC 2

Research, describe and comment on the Historical Framework of the period

Students are directed to the primary sources recommended in the specification (p 61) and various digital texts and online resources in order to research material that informs the content of their chosen topic. Material may also be drawn from the digital media recommended in the suggested links, under Online Resources, which appear in the opening pages of this document. Indicative links that provide information and analysis on themes and issues contained within the framework of these topics are: TOPIC 1 Material may be drawn from:

pp 170-216 of Rena Brisimi’s book, Ένας Αιώνας Ελλάδα

the prescribed films, Πολίτικη Κουζίνα, Ένα Τραγούδι δεν φτάνει, Peppermint

Χριστίνα Μαυροκέφαλου, Π. Μαυροκέφαλος & Δ. Βαλεριανός (2008). Νεότερη και Σύγχρονη Ιστορία Γ΄ Γυμνασίου, Ελληνοεκδοτική


Y13Week


SECTIONS A B and C

Learning outcomes


reading and understanding authentic material pertaining to the prescribed topics; to develop skills of synthesis, comparison and analysis; to promote independent research

1925-1960. Pay particular attention to the main political developments and the protagonists of the period Describe and comment on the

events and protests that highlight Cypriot people’s opposition to British Rule and the Colonial policies Describe and comment on a political

event and personality of the period studied, that you consider significant and influential Describe and comment on the

position and participation of Cyprus in WWII

TOPIC 3

Research and describe the climate, terrain, natural resources and distinguishing geographical features (γεωφυσικά χαρακτηριστικά) of Cyprus or your chosen region of Greece.

Greek history online: http://www.ime.gr/chronos/gr/

TOPIC 2 Material may be drawn from:

Ιστορία της Κύπρου, Μεσαιωνική- Νεότερη, Υπουργείο Παιδείας, 1992

Παντελίδου, Χατζηκωστή, Σαββίδου, Κατσώνη, Ιστορία της Κύπρου, Μεσαιωνική-Νεότερη, ΥΑΠ, Λευκωσία, 2006

TOPIC 3 Comprehensive data on Greece, at a glance: http://www.united-hellas.com/vacation-greece-gr.html Information on Greece, with links to the regions prescribed: http://el.wikipedia.org/wiki/%CE%95%CE%BB%CE%BB%CE%AC%CE%B4%CE


http://el.wikipedia.org/wiki/%CE%95%CE%BB%CE%BB%CE%AC%CE%B4%CE%B1


http://www.united-hellas.com/vacation-greece-gr.html

http://www.united-hellas.com/vacation-greece-gr.html

http://www.ime.gr/chronos/gr/

Y13Week


SECTIONS A B and C

Learning outcomes


%B1 http://www.livepedia.gr/index.php/%CE%95%CE%BB%CE%BB%CE%AC%CE%B4%CE%B1 On the geography, culture and economy of Macedonia: http://cultureportalweb.rwm.gr/categories.php?lang=gr On the geography, culture and economy of Crete: http://www.creteinfo.gr/index.html http://www.rethymno.gr/ http://www.chania.eu/tourism/index.php?lang=el http://www.heraklion.gr/ http://www.agrolasithi.gr/home/default.aspx?Menu=HOME


http://www.agrolasithi.gr/home/default.aspx?Menu=HOME

http://www.agrolasithi.gr/home/default.aspx?Menu=HOME

http://www.heraklion.gr/

http://www.chania.eu/tourism/index.php?lang=el

http://www.chania.eu/tourism/index.php?lang=el

http://www.rethymno.gr/

http://www.creteinfo.gr/index.html

http://cultureportalweb.rwm.gr/categories.php?lang=gr

http://cultureportalweb.rwm.gr/categories.php?lang=gr

http://www.livepedia.gr/index.php/%CE%95%CE%BB%CE%BB%CE%AC%CE%B4%CE%B1





Y13Week


SECTIONS A B and C

Learning outcomes


On the geography, culture and economy of Peloponnese:http://www.discover-peloponnisos.gr/Default.aspx?id=255&nt=19&lang=1 On the geography, culture and economy of Epirus:http://www.epirus.gov.gr/2008/epirus/history.html

On the geography, culture and economy of Cyprus:LivePedia.gr


15,16


ORTopic 2: History of Cyprus

See above TOPIC 1

Research, describe and comment on the Historical Framework of the period 1967-1974. Pay particular attention to the main political developments and the protagonists of the period Single out the event and personality




http://www.livepedia.gr/

http://www.epirus.gov.gr/2008/epirus/history.html

http://www.epirus.gov.gr/2008/epirus/history.html

http://www.discover-peloponnisos.gr/Default.aspx?id=255&nt=19&lang=1

http://www.discover-peloponnisos.gr/Default.aspx?id=255&nt=19&lang=1

Y13Week


SECTIONS A B and C

Learning outcomes


ORTopic 3:Cyprus or a Region of Greece

that you consider more important in the period that you have studied Research, describe and comment on

the events that led up to the 1967 coup. Research, describe and comment on

the opposition to the regime Research, describe and comment on

the events that led up to the fall of the Junta

Comment on the relations between the Greek State and USA during the period

Describe and comment on the influence of USA on developments in the Greek political scene

TOPIC 2

Research, describe and comment on the demands for Enossis. Pay particular attention to political developments that transpired as a result of the desire for Enossis; identify and the individuals that drove this movement and comment on their role. Research, describe and comment on


Y13Week


SECTIONS A B and C

Learning outcomes


the activities of the EOKA campaigns and their protagonistsResearch, describe and comment on

the events leading up to the declaration of Independence

TOPIC 3

Research, describe and comment on aspects of the Economy of Cyprus or your selected area of Greece (Industry, Commerce Agriculture, Tourism etc). Account for the reasons that influence, positively or negatively, the development of the Economy

Establish the connection between the material learned during weeks 13,14 (climate and distinguishing geographical features) and the nature of economic development and Tourism in particular.

Research, describe and comment on the connection between climate, terrain, and economic profile on the one hand and lifestyle and career


Y13Week


SECTIONS A B and C

Learning outcomes


choices for the population in the area you have studied

Research, describe and comment on the impact of economic development and Tourism on the environment and the ecosystem of the area you have studied

17,18


ORTopic 2: History of Cyprus

ORTopic 3:Cyprus or a Region of Greece

See above TOPIC 1

Research, describe and comment on aspects of the economy during the period 1960-1974. Focus on policies towards emigration and employment

Research, describe and comment on artistic production and the cultural profile of the period. Focus on a particular representative of the arts that you consider influential with regard to defining the culture scene of the decade

Research and comment on the political and social coordinates of artistic endeavour, be it hi culture or low culture, during the period you have studied


Y13Week


SECTIONS A B and C

Learning outcomes


Research, describe and comment on aspects of daily life (entertainment, consumerism, social trends) during the period you have studied

TOPIC 2

Research, describe and comment on the role of the Church during the period you have studied and its relationship with the colonial government; focus on the influence of the Church on political developments or on aspects of life on the island Research, describe and comment on

the Educational policies and laws during the period you have studied

TOPIC 3

Research, describe and comment on aspects of Architecture, Culture and Civilisation of Cyprus or your selected area of Greece. Account for the reasons that influence, positively or negatively, the preservation and promotion of Culture and Cultural


Y13Week


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Events Establish the connection between

the material learned during weeks 13-16 and the development of a specific architecture/ cultural profile/festivals/cuisine in the area that you have studied

19,20

REVIEW OF TOPICS 1 or 2 or 3

Assessment tasks: Topics 1 and 2

Produce time lines of the historical developments of the period

Draw personality portraits of various protagonists of the period and make comparisons focusing on their contribution and influence

Describe and Comment on political developments that were marked by violence and disruption

Describe and Comment on economic policies and their impact on the population during the period you have studied

Describe and comment on what you consider major achievements and their impact on the people of Greece or Cyprus, during the period studied


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20,21

TOPICS AND TEXTS 4, 5, 6

TOPIC 4: Childhood and Society in Greek Cinema

or

TΕΧΤ 5: Cavafy, Poems

or

ΤΕΧΤ 6:Ioannou, Η μόνη κληρονομιά

To learn, understand and use the vocabulary of the primary texts prescribed in this section.

To use and practise the prescribed grammar as it appears in the primary texts, in sources studied for this topic or as is required for purposes of writing accurate and fluent critical responses to the material.

TOPIC 4: CHILDHOOD AND SOCIETY IN GREEK CINEMA

Describe the aspects that you found most enjoyable or impressive in the films that you watched. Comment on the aspects you did not like

Single out a protagonist from each film you have watched and comment on their portrayal, their significance for the plot development, the choices they have to make and their relationship with other characters in the film

Describe, comment and compare the ways various family units are represented in the films you have studied

TOPIC 5: C.P. CAVAFY

Close reading of 5 poems each week. Depending on their grouping, these poems could be discussed in terms of the following assignments and rubrics:

Students are directed to the primary sources recommended in the specification (p 61) and various digital texts and online resources in order to research material that informs the content of their chosen topic. Material may also be drawn from the digital media recommended in the suggested links, under Online Resources, which appear in the opening pages of this document. Indicative links that provide information and analysis on themes and issues contained within the framework of these topics are:

TOPIC 4

Material may be drawn from

http://www.cine.gr/film.asp?id=702313 which offers and data on Greek filmography and directors

The Greek Film Centre (www.gfc.gr) which has summaries of all films and which may serve as points of departure for comprehension and translation


http://www.gfc.gr/

http://www.cine.gr/film.asp?id=702313

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STUDY SKILLS - To develop strategies for reading and understanding authentic material pertaining to the prescribed topics; to develop skills of synthesis, comparison and analysis; to promote independent research

Describe the aspects that you enjoyed the most in the 10 poems that you have studied.

Research, describe and comment on the historical and social framework around the characters or the subject matter of the poems. Explain how this affects the protagonists or their choices

How important is knowledge of history, in order to understand the poems? How does Cavafy employ historical themes?

Describe and comment on the notions of instability and changeability in the poems you have studied. How are the protagonists affected by the turns and twists of fate?

Losers or Heroes? How do Cavafy’s protagonists deal with the challenges in life? What are the lessons that emerge when they encounter obstacles or come face to face with an unpleasant realisation/ development?

Describe and comment on the

exercises

http://www.boulmetis.gr/index_gr.htm which offers information and reviews on Πολίτικη Κουζίνα

http://www.cinephilia.gr/greek/kapakas.htm which has an interview with the director of Peppermint

http://www.cinephilia.gr/greek/xronop.htm which has information on Ένα τραγούδι δεν φτάνει

http://www.cinephilia.gr/greek/apoxair.htm which has information on Δύσκολοι Αποχαιρετισμοί: Ο μπαμπάς μου

http://www.filmfestival.gr/2001/gr/interviews/interview9.html which has an interview with Dinos Demopoulos

Extracts from the films, which may be used as prompts from discussion may be found online at: http://www.gfcdigital.gr/

TOPIC 5



http://www.filmfestival.gr/2001/gr/interviews/interview9.html

http://www.filmfestival.gr/2001/gr/interviews/interview9.html

http://www.cinephilia.gr/greek/apoxair.htm

http://www.cinephilia.gr/greek/apoxair.htm

http://www.cinephilia.gr/greek/xronop.htm

http://www.cinephilia.gr/greek/xronop.htm

http://www.cinephilia.gr/greek/kapakas.htm

http://www.cinephilia.gr/greek/kapakas.htm

http://www.boulmetis.gr/index_gr.htm

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portrayal of political leaders or public figures of importance, in the poems you have studied

TOPIC 6: Yorgos Ioannou, Η μόνη κληρονομιάClose reading of selected short stories each week. Depending on their grouping, these stories could be discussed in terms of the following assignments and rubrics:

Describe the aspects that you liked the most in the short stories that you have read. Comment on the aspects you did not like

Single out a main character from each of the 5 stories you have read and comment on their portrayal, the challenges they may face and the way they relate to others in society

Describe and comment on the view of adolescence in the stories you have read

Describe and comment on the historical and political coordinates of the stories and their impact on the lives of the characters in the stories

Material may be drawn from the archives of official web site for C.P.Cavafy, which also offers a wealth of useful links that shed light on the poet and his work

http://www.kavafis.gr/

TOPIC 6

Material may be drawn from:

Γιώργος Ιωάννου : ένας οδηγός για την ανάγνωση του έργου του / Άρης Α. Δρουκόπουλος, Αθήνα, 1993, ISBN: 000279668

Germanacos, N.C. 1973: An interview with three Greek prose writers (May 1972): Stratis Tsirkas, Thanassis Valtinos, George Ioannou, Boundary 2, ½: 266-313

Robinson, Christopher: Fragmentation in lie and art. In Cambridge Papers in MG, no. 9 2001

Με τον ρυθμό της ψυχής - Αφιέρωμα


http://www.kavafis.gr/

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you have read Describe and comment on the view

of human nature contained in the stories you have read

Describe and comment on the social conventions and values and their significance or influence on the protagonists, in the stories that you have read

στον Γιώργο Ιωάννου, Kέδρος 2006, ISBN: 960-04-2757-7

http://lagadin.wordpress.com/, a blog which lists a variety of secondary sources which discuss Ioannou and his work

http://www.snhell.gr/anthology/content.asp?id=249&author_id=12 an audio file with Yorgos Ioannou reading from his short story Ομίχλη

http://users.dra.sch.gr/papangel/sch/lit/ko.ioanou1.htm a critical review of his work

22,23



See above TOPIC 4: CHILDHOOD AND SOCIETY IN GREEK CINEMA

Research, describe and comment on the historical framework of the films you have studied. Comment on the ways history and politics affect the lives and choices of the young protagonists and their families

Describe and comment on the distinguishing features of the social environment around the young protagonists and their families.


http://users.dra.sch.gr/papangel/sch/lit/ko.ioanou1.htm

http://users.dra.sch.gr/papangel/sch/lit/ko.ioanou1.htm

http://www.snhell.gr/anthology/content.asp?id=249&author_id=12

http://www.snhell.gr/anthology/content.asp?id=249&author_id=12

http://lagadin.wordpress.com/

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or

TΕΧΤ 5:

C.P.Cavafy, Poems

or

ΤΕΧΤ 6:Ioannou, Η μόνη κληρονομιά

Highlight the aspects that you found most important (taboos, conventions, trends, beliefs, values) and how these influenced the characters in the films and their development

Compare the various social conventions, values and prevalent beliefs in three films you have watched



Describe and comment on the values and world view that emerge in the poems you have studied

How is love presented in the poems? How does the portrayal of love fit into Cavafy’s wider presentation of instability and transience of feelings and values?

What are the morals that emerge in


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the poems you have studied? How is religion and religious beliefs

portrayed in the poems you have studied? How does this representation fit into Cavafy’s worldview?

Describe and comment on Cavafy’s portrayal of the idea of beauty

TOPIC 6: Yorgos Ioannou, Η μόνη κληρονομιάClose reading of selected short stories each week. Depending on their grouping, these stories could be discussed in terms of the following assignments and rubrics:

Describe, compare and comment on the theme of loss in the stories you have read

“Love and Happiness are always elusive in Ioannou’s stories.” Comment with supporting examples from the stories you have read

“A sense of place”: Describe and comment on the representation and significance of place(rooms, streets, neighbourhoods, towns) in the stories you have read

“Ioannou’s stories are a commentary


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on the waywardness of human nature”. Discuss with close reference to the stories you have read

24,25



or

TΕΧΤ 5:C.P.Cavafy, Poems

or

ΤΕΧΤ 6: Ioannou,

See above TOPIC 4: CHILDHOOD AND SOCIETY IN GREEK CINEMA

Describe and comment on various devices and features that you found impressive in the films you have studied. Explain how, if at all, these contributed to your enjoyment of the film. Examples of such devices and features are: Design and Costume, photography, location, acting skills, music, pace, type of ending etc

How convincing do you find the portrayal of characters and events? What are the features that contribute or take away from a sense of realism?

If you could add or change something in the films you watched, what would that be and why?



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Η μόνη κληρονομιά


How does the “personal” meet the “political” in the poems you have studied?

Describe and comment on Cavafy’s poetic technique (structure, language, imagery, rhythm, rhyme)

Describe and comment on Cavafy’s use of irony

Describe and comment on Cavafy’s choice of location and place, in the poems you have studied

Describe and comment on the importance of Art and creative imagination in Cavafy’s poems

TOPIC 6: Yorgos Ioannou, Η μόνη κληρονομιάClose reading of selected short stories each week. Depending on their grouping, these stories could be discussed in terms


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of the following assignments and rubrics:

«Τα διηγήματα του Ιωάννου διακρίνονται από μια εξομολογητική διάθεση που τα κάνει να μοιάζουν αυτοβιογραφικά». Comment and provide suitable examples from the stories you have read

«Οι ήρωες του Ιωάννου συνεχώς εξομολογούνται και αυτοαναλύονται». Comment and provide suitable examples from the stories you have read

«Στα διηγήματα του Ιωάννου δεν υπάρχει πλοκή, υπάρχουν μόνο χαρακτήρες». Comment and provide supporting examples from the stories you have read

Describe and comment on what you find most interesting about Ioannou’s technique

Describe and comment on the way the stories end

26,2 REVIEW Assessment tasks


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7 OF TOPICS 4 or 5 or 6

Practise from past papers, where applicable

Topic 4

Write short blurbs for each of the movies you have watched. Collaborate with your fellow students to perform peer reviews of each others’ work

Compile lists of quotations that best represent the characters or pivotal moments in the plot of the films you have watched

Compare and comment on defining moments in the protagonists’ childhood in the films you have watched

Topic 5 Identify the prevalent values in

Cavafy’s poetry and find supporting quotations from the poems

Describe and comment on the historical periods Cavafy seems to favour


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Identify and comment on the distinguishing features of Cavafy’s heroes

Write short responses to the following bullets:

Love Art Memory Beauty Irony

Topic 5

Identify the patterns in Ioannou’s stories, in relation to atmosphere, characterisation and ending

Describe and comment on the historical framework of the stories

Describe and comment on the apparent pessimism that permeates the stories

Write short responses to the following:

Loneliness Saints and Sinners Death Love and Desire Failure Friendship


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Remaining time to be used for additional examination techniques and tips, revision, practice, working through past papers, any AS retakes, and the A2 examinations.


Documents

GCE Greek SoW Unit 1 and 2 - XtremePapers RS … Level/Greek... · Web viewTo practise present tense of verbs in Active and Passive Voice and adjectives and nouns in –ης (e.g