Δευτέρα, 23 Απριλίου 2018

Extinction of languages- Erosion of cultures

Extinction of languages-Erosion of cultures
The extinction of languages
What does the world lose when a lg dies

1) Fill in with one missing word
According 1).......... the UNESCO’s Atlas of the World’s Languages in Danger of Disappearing and to Ethnologue, 96% of the global population speaks a mere 4% of all of the recorded languages of the world.
2) .......... the estimated 6, 700 languages currently spoken 3)...................... the world, a little over 2,500 have been classified 4)............ endangered and half are predicted to become extinct by the end of this century. 
As UNESCO eloquently expressed, “Languages are humankind’s principle tools 5).............. interacting and for expressing ideas, emotions, knowledge, memories and values. Languages are also primary vehicles of cultural expressions and intangible cultural heritage, essential 6)............ the identity of individuals and groups. Safeguarding endangered language is thus a crucial task in maintaining cultural diversity worldwide.”
This website 7)............ to explore the current situation of language endangerment and extinction, to investigate its different causes and courses, and lastly to discuss for 8)............... reasons and in which ways we 9)..................prevent it.

2) Fill in with a derivative word
A language will perish if all who speak it are dead. Thus, anything or anyone that directly threatens the physical ............................... (safe) of a community threatens the ................................ (survive) of the language they speak. Catastrophic natural disasters can wipe out small communities in isolated areas, leading to a sudden and .............................. (reverse) extinction of their language.
In other cases, ......................................... (favorable) climatic conditions can result not only in widespread death, but in changing demographic patterns which in turn impact the status of indigenous languages. 
The most predominant threat to the physical safety of populations in modern times has been ........................ (import) disease. Since the Age of Exploration, foreign diseases have annihilated entire indigenous communities. By the time of exploration, diseases such as tuberculosis and smallpox had been common in Europe for centuries, meaning that individuals had built antibodies and ............................ (immune). When they travelled to foreign lands, they took the diseases with them, infecting indigenous peoples. 
Human induced environmental degradation, particularly desertification and .........................(forest), as well as economic exploitation for resources has forced unplanned and unpredictable migration to take place. In new, often suburban settings, communities struggle to maintain their ................................ (culture) and linguistic traditions. 
Civil strife, conflicts at an international scale and long-term ethnic or religious enmities also have an effect on the status of languages. For example, several Pacific island languages became endangered in the years following the invasions and battles during the Second World War. 
3) Put the right word in the right place (force, dominantlocationassimilation, familiarculprits, bilingualism, inferiority) 
Population pressures, globalization and the spread of industrialization are the most accredited 1............................... of “language murder”. Global economic patterns often 2...................... small, unindustrialized communities to assimilate to a different culture. This may occur when individuals physically move to another geographic 3........................... where their culture is no longer the prevalent one, or when they allow or encourage a different cultural conduct to prevail in the place of theirs. This phenomenon, know as cultural 4....................................., consists of several stages. During the first, the speakers of the vulnerable language face immense pressure to speak in the 5.................................. language. This pressure comes in an array of  forms, from peer pressure to government laws. The second stage is characterized by a developing 6......................................- people begin to gain proficiency in the new language, but continue to speak in their native tongue. During the last stage, younger generations find themselves being more 7............................. with the dominant language, and less connected to their mother tongue. The most concerning aspect of the final stage are the increasing feelings, particularly amongst children, of shame and 8.................................. about the native language of their parents and grandparents.

WOULD RATHER , WOULD PREFER.

Fill in with the correct form of would rather, had better, would prefer, prefer

1. Really, I'd rather _______________________ (not/tell) what I think about his last novel, he got really upset.

  1. I’d rather go for a walk______________________ have a rest.
  2. The teacher would rather we________________ (not bring) the dictionary to the exam tomorrow.
  3. Betty had better__________________ (drive) carefully, she has already crashed two cars. 
  4. Peter would prefer _________________ (go) on the beach rather than climb mountains. 
  5. Generally, I'd rather__________________ (not show) my feelings in front of other people.
  6. Shall we go out for dinner tonight? ~ No, I'd rather we ______________________ (eat) at home, if you don't mind.
  7. He prefers ______________________ (send) emails once in a while ____________ talking on the phone all the time.
  8. My mother would rather we _____________ (catch) the bus, than walk home after the party.
  9. My parents would rather I ________________________ (choose) another profession. They didn’t like I became an air hostess.

Παρασκευή, 20 Απριλίου 2018

Lesson 10 "Why Education in Finland Works" LISTENING TASK

Finland has been ranked first in the PISA international assessment tests,one of the most challenging international assessment tests.
Watch the video and fill in the gaps with one or two words. 

What  first draws your attention in a Finnish school is real 1................................ and respect between administrators and teachers. Also you see small 2........................................ Attention is also paid on 3..............................learning. The PISA data show this superiority. How do they do this?
All teachers have to have a 4.............................................
How do teachers feel? They get the 5......................................... from society.The community has 6...................................... in its teaching force.
Teaching hoours: 7.................................... per week, but teachers work another 8........................... for preparing material and 9.................................... . They also work on curriculum development, working with 10................................................, consulting 11...................................
There are 12......................................important subjects, such as mathematics or science. You see integration between technology, 13.............................................. and textbooks.
It's obvious that people are engaged in 14................................, not in winning arguments.They make sure that teachers are the centre of a 15...................................... education system and that they have what they need to educate a whole country.

Παρασκευή, 23 Μαρτίου 2018

Clauses of result

NAME:
1.  Fill in with SO/ SUCH
  1. She isfunny.  She always makes me laugh.
  2. Sarah and Ed are  crazy people! I never know what they are going to do next.
  3. James has  much money that he could actually buy that Ferrari.
  4. Please, don't drive  fast! I'm terrified we're going to have an
  5. The movie was  good that I saw it five times.
  6. Terry speaks English  fluently that I thought he was American.
  7. Jerry had never seen  high mountains. He thought they were spectacular.
  8. How could you say  horrible things to me?
  9. That new song is  cool that it hit the top ten within a week.
  10. Martha is  a good cook that she is writing her own book of family recipes.
2. Choose the right word
  1. The building is ……………………… old and unsafe. too/ enough
  2. If we leave early ……………………….. we can catch the train. too/ enough
  3. He left work ………………… early and he didn’t tell him about the meeting. too/ enough
  4. She isn’t old …………………………. to watch the film. too/ enough
  5. If you ask him early ………………………….., I’m sure he will help you. too/ enough
3. Rewrite the sentences using the word in brackets
1. We can't eat now because there isn't enough time. TOO
There is ………………………………………………………………………………………………………….…..
2. Sam lost his job because he was lazy. SO
Sam was …………………………………………………………………………………………………………..…
3. I couldn't buy the house because it was expensive. TOO
The house was ………………………………………………………………………………………………….…
4. There was too much noise, so we couldn't hear the speech. SO
There was …………………………………………………………………………………………………………...
5. The house was too small to live in comfortably. ENOUGH 
The house wasn’t…………………………………………………………………………………………….…..
6. William never makes mistakes because he is a careful reader. SUCH
William is ………………………………………………………………………………………………………….…
7. The class was cancelled because there weren't enough students. SO
There were……………………………………………………………………………………………………….….
8. He is too short to reach the top shelf.  ENOUGH

He is ………………………………………………………………………………………………………………….…

Σάββατο, 10 Μαρτίου 2018

eTwinning



The eTwinning action is an initiative of the European Commission that aims to encourage European schools to collaborate using Information and Communication Technologies (ICT) by providing the necessary infrastructure (online tools, services, support). Therefοre, teachers registered in the e-Twinning action are enabled to form partnerships and develop collaborative,  school projects in any subject area and collaborate with teachers from other European countries (at least two teachers from two different European countries are needed). The primary workspace for the eTwinning action is the e-Twinning Portal (www.etwinning.net) and it is available in twenty-five languages. Teachers registered in the e-Twinning action, also called eTwinners, find each other, communicate, share resources and collaborate through the e-Twinning platform.
The main concept behind e-Twinning is that schools are paired with another school elsewhere in the Europe and they collaboratively develop a project, also known as eTwinning project. The two schools then communicate using the Internet (for example, by e-mail or video conferencing) to collaborate, share and learn from each other. eTwinning encourages and develops ICT skills as the main activities use information technology. Being 'twinned' with a foreign school also encourages cross-cultural exchanges of knowledge, fosters students' intercultural awareness, and improves their communication skills.
eTwinning projects last for any length of time ranging from only a week, to months, up to creating permanent relationships between schools. Schools (both primary and secondary) within the European Union member states can participate in the eTwinning project, in addition to schools from Turkey, Norway and Iceland.
In contrast with other European programmes, such as the Erasmus+ programme, all communication is held through the internet and therefore there is no need for grants. Along the same lines, face-to-face meetings between partner schools are not required, though they are not prohibited and some schools organize face-to-face meetings.