1. ΠΡΟΓΡΑΜΜΑΤΑ ΑΓΩΓΗΣ ΥΓΕΙΑΣ
• Ο ΓΙΓΑΝΤΑΣ ΠΟΥ ΕΣΠΕΙΡΕ ΑΓΚΑΘΙΑ ΣΤΗΝ ΑΥΛΗ
ΤΟΥ ΣΧΟΛΕΙΟΥ
• ΣΧΟΛΙΚΗ ΠΑΡΑΒΑΤΙΚΟΤΗΤΑ – ΑΝΤΙΣΧΟΛΙΚΗ
ΣΥΜΠΕΡΙΦΟΡΑ:
ΠΡΟΛΗΠΤΙΚΕΣ ΚΑΙ ΠΑΡΕΜΒΑΤΙΚΕΣ ΠΡΑΚΤΙΚΕΣ ΓΙΑ
ΤΗΝ ΑΝΤΙΜΕΤΩΠΙΣΗ ΤΗΣ.
Σχολικό Έτος 2012 - 2013
12ο
ΔΗΜΟΤΙΚΟ ΣΧΟΛΕΙΟ
ΗΛΙΟΥΠΟΛΗΣ
ΦΑΚΗ ΚΛΕΑΝΘΗ (ΠΕ06)
2. Το παρόν σχέδιο εργασίας αποτελεί µέρος των προγραµµάτων αγωγής υγείας
µε τίτλους:
‘ Ο γίγαντας που έσπειρε αγκάθια στην αυλή του σχολείου ‘
(Α΄, Β΄, Γ΄ τάξεις)
‘ Σχολική παραβατικότητα – αντισχολική συµπεριφορά: προληπτικές και
παρεµβατικές πρακτικές για την αντιµετώπισή της ’
(Δ΄, Ε΄, ΣΤ΄ τάξεις)
Τα παραπάνω προγράµµατα εκπονήθηκαν από τους εκπαιδευτικούς του 12ου
Δηµοτικού Σχολείου Ηλιούπολης το σχολικό έτος 2012-2013.
Οι µαθητές των Α1, Α2 και Ε2 τάξεων, στο πλαίσιο του σχολικού µαθήµατος
της Αγγλικής Γλώσσας, συµµετείχαν µε δραστηριότητες που θεωρήθηκαν ότι
εξυπηρετούν τους ευρύτερους στόχους των αντίστοιχων προγραµµάτων. Στο
σχεδιασµό των δραστηριοτήτων αυτών λήφθηκε υπόψη το γνωστικό επίπεδο
των µαθητών στην Αγγλική Γλώσσα καθώς και η ηλικία τους.
3. TABLE OF CONTENTS
1ST
Grade – Objectives
Activities
5th
Grade (E1) – Objectives
Activities
Appendix
p. 3
p. 4
p. 5
p. 6
p. 8
4. 1st
Grade
Number of students
Α1: 23
Α2: 24
Duration
4 hours for each class
Objectives
a. Pupils will learn new vocabulary concerning four basic feelings
(angry, happy, sad and scared).
b. They will be able to recognize and identify these four different
feelings.
c. They will be helped to express their own feelings in ways that will
not create misunderstandings.
d. They will be able to identify the non-verbal ways by which people
may show their feelings (body language, facial expression, eye
contact).
5. Activities
1. The pupils were shown four flashcards with four different feelings
written on them (angry, happy, sad and scared) and faces expressing
these feelings. The teacher presented each flashcard by pointing the
face and reading aloud the feeling written on it. Then the pupils were
asked to repeat the word all together and guess what it means in Greek.
Finally, the flashcards were turned upside down; each pupil picked one,
turned it over and pronounced the feeling in English. (APPENDIX 1A)
2. The pupils played pantomime in pairs. One of them thought of a feeling
and used his face and body to express it. The other pupil guessed how his
classmates felt. Then they changed roles.
3. The pupils were given a photocopy with four empty faces. There was a
feeling written under each face and the teacher read and explained the
feelings again. Then the pupils were asked to draw the corresponding
facial expression as they understood it. (APPENDIX 1B)
4. The pupils were given a photocopy showing a flower with four petals.
Each petal represented one of the four feelings they had been taught.
What they needed to do is choose the colour that expressed each feeling
best and paint the petals. (APPENDIX 1c)
6. 5th
Grade (E1)
Number of students: 19
Duration: 7 hours
Objectives
a. Students will expand the range of vocabulary they use to express
their emotional understanding of social situations.
b. They will be able to recognize and identify different feelings.
c. The students’ ability to ‘read’ non-verbal communication in terms of
body language, gesture, facial expression and eye contact will be
improved.
d. They will be helped to express their own feelings and opinions in a
respectful attitude.
e. They will become familiar with the feelings and perspectives of
others and they will practice seeing situations from different
perspectives.
f. They will learn how to reach out to others who need support.
g. The students’ awareness of their value as individuals, their rights
and their responsibilities, as well as those of others will be
fostered.
7. Activities
1. The students were given a photocopy with a human figure and five
words expressing various feelings (sadness, happiness, fear, anger, love).
They were asked to choose a colour for each feeling and then use these
certain colours on the human figure to mark parts of their body where
they feel each emotion more intensively. (APPENDIX 2a)
2. The students were given a photocopy with seven bubbles. In each
bubble they needed to write about everyday circumstances that make
them feel certain emotions (scared, happy, sad, excited, lonely, jealous
and angry). When they finished writing they discussed and compared
their answers. (APPENDIX 2b)
3. The students were given a short story about two classmates that got
involved in a conflict. When they read the story, the students came
across some questions which initiated a discussion concerning the reasons
of the fight, the feelings of those classmates, etc. The students were
free to express their opinions and suggest ways to solve the problem.
(APPENDIX 2c)
4. The students were given a short paragraph about two classmates that
had a fight. No information was given about the incident and the
students were asked to work in pairs and guess what happened between
them and give advice to help them be friends again. (APPENDIX 2d)
8. 5. The students were separated in two groups and used the method of
brainstorming to suggest ways for all the students to feel safe and
welcome at school. Then they made a colourful flower and wrote some of
these suggestions on the petals of the flower. When they finished, they
put the flower on the wall, where everybody can see it. They decided to
give the title ‘Happy at school’ to their work. (APPENDIX 2e)
6. The students of E1 and E2 classes worked together and used their
imagination and past experiences to create a story of their own. The
story had to do with bullying and ways to stop it. Then they drew some
pictures to illustrate the story. (APPENDIX 2f)
18. A story written in English by the 5th Grade students of our
school
Classes: E1, E2
Teachers: Kretsi Georgia - Faki Kleanthi
19. Tony is an eleven year old boy who lives in Athens with his parents and his younger sister.
Every morning he goes to school in his father’s car. He is a quite good student and he really
loves P.E.
When he plays football with his classmates he gives instructions to his team all the time
because he hates being a loser, as he says.
That’s exactly what he did the other day when his class played against 6th
Grade. He shouted
again and again but Andrew ignored him and soon after the opponents scored a goal. So when
the match finished he felt furious.
20. ‘What’s the matter with you? Why didn’t you do as I told you?’ he shouted at Andrew.
‘Because I didn’t want to. I don’t take orders from you’ his classmate replied.
‘Well, you should because you are an idiot!’ Tony answered and kicked him as hard as he could.
Then he turned around and left Andrew crying. Of course his teacher scolded him but he
didn’t really care.
Neither did he care when he pushed Helen as he was trying to get out of the classroom first
when the bell rang. She fell down and hit her arm but he said it was her fault as she was
standing in his way. Once again his teacher tried to make him understand that he should
respect his classmates but he still believed he was right.
21. As for Peter, his thin, short classmate, he should blame himself for what happened during
the break. Tony was hungry because he had left his sandwich at home. Then he saw Peter
holding that delicious piece of cheese pie so he asked him or rather ordered him to give it to
him. Peter refused so he decided to teach him a lesson. He took the cheese pie and threw it
on the floor. This time he ended up in the headmaster’s office where he spent the rest of
the break, even though he couldn’t understand the reason why. He just wanted to eat
something and Peter didn’t want to share his food, so it wasn’t his fault!
22. Anyway, this Monday morning Tony is very excited. He can’t wait to go to school and tell
everybody about his fantastic trip at the zoo. He feels so proud and brave! He touched a
really big snake and he fed a monkey! As soon as he gets to school, he looks for John and Paul.
When he sees them, he calls them. They don’t seem to hear him so he gets closer.
‘You won’t believe what I’ll tell you’ he starts but they don’t even look at him. Instead, they
talk to each other. He feels surprised and he turns to Helen and Irene. The girls give him an
unfriendly look and go away. Tony is really confused now. Later, when they go into the
classroom, he discovers he hasn’t got a pencil, so he asks George if he can lend him one. ‘No I
can’t! In fact, I don’t want you to talk to me at all’.
‘Why not?’
‘Because of the way you treat us’ answers Kate who sits next to George.
‘What are you talking about?’ Tony raises his voice.
‘None of us will talk to you again if you don’t stop behaving like that!’ they reply.
‘Fine! I don’t need any of you!’ Tony cries out and remains silent for the rest of the lesson.
At break time, he watches his classmates play and have fun. He feels so angry! He can’t
understand them. He is not the one to blame, or is he? He feels jealous as he sees them
having fun.
Ok, maybe he was a bit responsible but he will never apologize to them. He’ll just stay there
on his own. He is still alone when they have their last break, but now he feels sorry. He has
hurt a lot of children and they are right to hate him, but what can he do now? How can he
make things right? He is too scared to make the first move but he knows no one can spend his
whole life without friends. It is awful and he wants to cry. He hides his face because he
doesn’t want anyone to see his tears.
23. Then he hears a familiar voice saying to him:
‘Come on, don’t be sad, play with us!’ As he wipes his tears he sees all his classmates around
him.
‘You mean you want me to be your friend again? Aren’t you still mad with me?’
‘No we aren’t. We just wanted you to understand that what you did was wrong, and we think
you know now’ Peter said.
‘Yes, I know I was wrong and I promise not to do anything to hurt you again.’ Andrew
interrupts him and pulls him by his arm.
‘Come on, let’s play football. We don’t have much time left!’
As the children run, Tony feels free and happy. Having friends is the most precious thing in
the world and he is determined to be the best friend ever!
APPENDIX 2f
