a way to improve your English

Archive for June 9, 2011

MORE GAMES …!!!!

Games to Learn English

Welcome to GtLE

This is a site for students who want to study or review English in a fun way Click on one of the games below
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Category:

A JUNIOR, A SENIOR- beginner level, B JUNIOR, B SENIOR elementary level, C SENIOR pre- intermediate level B1, D SENIOR Intermediate level B1+, GAMES

GAMES by British Council

Home › games › games

  • Games

    Find games to play just for fun as well as lots of games to help you learn Engilsh. Have fun playing games and learning at the same time!

  • Can you spell the words for food in English? Play this game to practise.

  • a small tree
    What can you do to help the planet? Paint good things to do purple and bad things to do pink.
  • a bedroom

    Your room is a mess! There’s rubbish lying all around, but you can recycle it. Can you put the rubbish in the right recycling bins?

  • school desk and chair

    At school we spend most of our time in the classroom. Can you label the furniture and objects in this classroom?

  • magic monkey

    Follow the monkey’s instructions and think of a number. Magic Monkey will guess the number.

  • Can you match the numbers to the words?

Joke of the week

Joke image

Q: Which ant is bigger than an elephant?

Popular games

4.11605
4.099295
4.076925
3.979165
3.958875
3.957325
3.922695
3.901765
3.86449

Game from our friends

Do you love animals? Try this animal quiz from Cambridge University Press.

image of game

In the spotlight

How much do you know about different types of musical instruments? Try this game to find out.

Paint the words - musical instruments

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Fun with English

Find lots of fun games to help you learn English.

Language games

Label pictures, match words and pictures, find words in puzzles – lots of activities to practise English.

Play with friends

Learn English with your friends with some great games.

Little kids

Help your little brother or sister learn English.

Category:

A JUNIOR, A SENIOR- beginner level, B JUNIOR, B SENIOR elementary level, C SENIOR pre- intermediate level B1, GAMES

BRITISH NEWSPAPERS- ΒΡΕΤΑΝΙΚΕΣ ΕΦΗΜΕΡΙΔΕΣ

UK Newspapers
BBC News Sky News
BBC ‘On This Day‘
ITN NewsNow CNN
Reuters Google News
Times
The Guardian Observer
Independent
Sunday Times
Daily Telegraph
Financial Times
Daily Express Daily Mail
Daily Mirror Sunday Mirror
Daily Star
News of The World
The Sun

Weather
Met Office
BBC/weather
Sky weather
Weather.org
Weather.co.uk
Weather Online UK

UK Regional Newspapers

South of England
London Evening Standard
Bristol Evening Post
Portsmouth News
Western Daily Press
Western Morning News

Midlands & The North
Birmingham Post & Mail
Coventry Evening Telegraph
Derby Evening Telepgrah
Hull Daily Mail
Leicester Mercury
Liverpool Daily Post
Manchester Evening News
Newcastle Eve. Chronicle
Nottingham Evening Post
Sheffield Today.net
Shropshire Star
Stoke Sentinel
West Midlands.com
Yorkshire Evening Post

Category:

BRITISH MASS MEDIA

ECPE (proficiency)

ECPE (proficiency)

The format and content of the ECPE

Section Time Description # of items
Writing 30 minutes Examinees write an essay based upon one of two topic choices. 1 task
Listening 35-40 minutes Part IA short recorded conversation is accompanied by three printed statements. Examinees choose the statement that means about the same thing as what was heard, or that is true based upon the conversation. 50
Part IIA recorded question is accompanied by three printed responses. Examinees choose the appropriate response to the question.
Part IIIThree recorded talks, such as those that might be heard on the radio, are each followed by recorded comprehension questions. Examinees choose the correct answer from the printed answer choices.
Grammar, Cloze, Vocabulary, Reading 75 minutes GrammarAn incomplete sentence is followed by a choice of words or phrases to complete it. Only one choice is grammatically correct. 40
ClozeAfter reading a passage from which words have been removed, examinees must choose one of four words that best fills a missing word slot in terms of grammar and meaning. 20
VocabularyAn incomplete sentence is followed by a choice of words to complete it. Only one word has the correct meaning in that context. 40
ReadingFour reading passages are followed by comprehension questions. 20
Speaking 25-35 minutes  A face to face oral interaction between two candidates and two examiners
  • The three first parts (Writing, Listening and GCVR ) consist of the written section of the examination and they are all administered at the same day. The fourth part, the Speaking Test, is administered before or after or even at the same day of the written examinations.
  • The format and the content of the test of the examination reflect the general language preparation, the methodology and the teaching material used for the learning of English as a foreign language.
  • Standard American accents are used in the recording for the listening section. Candidates are not exposed to dialects or background noise. Candidates hear only the speakers’ voices and thus they do not risk having their scores unfavorably affected by external factors.

ΠΗΓΗ http://www.hau.gr

Category:

PROFICIENCY, C2 LEVEL

ECCE MICHIGAN (LOWER)..B2

ECCE MICHIGAN (LOWER)

The format and content of the ECCE

Section Time Description # of items
Listening 30 minutes Part I

A short recorded conversation is followed by a question. Answer choices are shown as pictures.

 30
Part II

A recorded radio interview broken into segments. Groups of questions follow each segment, with brief printed answer choices.

 20
Grammar

Vocabulary

Reading

 80 minutes Grammar

An incomplete sentence is followed by a choice of words or phrases to complete it. Only one choice is grammatically correct.

 35
Vocabulary

An incomplete sentence is followed by a choice of words to complete it. Only one word has the correct meaning in that context

 35
Reading

Part I: A short reading passage is followed by comprehension questions.
Part II: Short texts are presented as advertisements accompanied by questions.
Part III: Longer related passages are accompanied by comprehension questions.

 30
Writing 30 minutes Choice of a letter or an essay. 1 task
Speaking 10-15 minutes A face-to-face oral interaction with an oral examiner on topics set by the ELI-UM.
  • The three first parts (Listening, GVR, and Writing) consist of the written section of the examination and they are all administered at the same day. The fourth part, the Speaking Test, is administered before, after, or even at the same day of the written examinations.
  • The format and the content of the test of the examination reflect the general language preparation, the methodology and the teaching material used for the learning of English as a foreign language.
  • Standard American accents are used in the recording for the listening section. Candidates are not exposed to dialects or background noise. Candidates hear only the speakers’ voices and thus they do not risk having their scores unfavorably affected by external factors.

ΠΗΓΗ http://www.hau.gr

Category:

LOWER, B2 level

ΑΛΛΑΓΕΣ EDEXCEL/ PEARSON

ΑΛΛΑΓΕΣ EDEXCEL/ PEARSON

WWW.PALSO.GR

Με ιδιαίτερη χαρά, θα θέλαμε να σας ανακοινώσουμε τις παρακάτω αλλαγές που αφορούν σε όλα τα επίπεδα των εξετάσεών μας. Οι αλλαγές αυτές θα ισχύουν από το Μάιο 2011.

– Listening Task, Section 2, Dictation: Οι λέξεις που θα πρέπει να γράψουν οι εξεταζόμενοι μετά από κάθε παύση δεν θα υπερβαίνουν κατά μέσο όρο τις 6

– Listening Task, Section 3: Τα texts θα ακούγονται 2 φορές το καθένα

– Η θεματολογία θα είναι προσαρμοσμένη στις ηλικίες των μαθητών που συμμετέχουν στις εξετάσεις μας

– Η βάση των εξετάσεων είναι περίπου 50% του συνολικού βαθμού της γραπτής και προφορικής εξέτασης
Για τη δική σας διευκόλυνση, θα θέλαμε να σας παραπέμψουμε στο website της Pearson www.pearsonpte.com, να μελετήσετε το link που αναφέρεται στο Score Guide. Εκεί θα ενημερωθείτε για το πώς γίνεται η βαθμολόγηση των επιμέρους tasks των εξετάσεων και θα σας λυθούν τυχόν απορίες.
Δείτε όλες τις πληροφορίες σχετικά με το Αναθεωρημένο PTE General που θα έρθει στην Ελλάδα το Μάιο του 2011! Ειδικότερα, δείτε το Guide κάθε επιπέδου.

Θέματα Practice Tests στην ιστοσελίδα www.pearsonpte.com

 

Latest Developments to the Revised PTE G (Formerly known as London Tests of English)

Can something which is already excellent get better still? Indeed it can! And this is actually what happened recently with the New Pearson PTE General (PTE G). We have just been informed that on the basis of the experience from the first administration of the new test abroad (the test is to be launched in Greece in May 2011), Pearson have decided on the following amendments:

– Listening Part – Section 2 (Dictation): In some of the practice tests, it was noted that the number of words which test takers were required to remember was too high. The number of words to be remembered in the practice test has now been aligned with the number in the actual listening test.

– Listening Part – Section 3: In order to ensure test takers have sufficient time to process the information and write down their answers, they will listen to the texts twice – not once as had been announced earlier.
– Content: The themes and topics dealt with in the tests will be appropriate for the age range of the candidates taking the exam.
– Pass Mark: Test takers who are at a particular level should on average have at least 50% chance to perform the tasks at that level correctly. In other words, for candidates to achieve a Pass mark they should have a test score from around 50%.
Teachers preparing students for the PTE G exams are strongly encouraged to visit the Pearson website (www.pearsonpte.com) and follow the link to the ‘Score Guide’. This extremely analytical and informative document gives detailed information about the scoring of the various sections of the exam.

Category:

ADVANCED C1 level, D SENIOR Intermediate level B1+, LOWER, B2 level, PARENTS γονείς, PROFICIENCY, C2 LEVEL

ΓΙΑ ΣΠΟΥΔΕΣ ΣΤΗΝ Μ.ΒΡΕΤΑΝΙΑ-STUDY IN GREAT BRITAIN

ΓΙΑ ΣΠΟΥΔΕΣ ΣΤΗΝ Μ.ΒΡΕΤΑΝΙΑ-STUDY IN GREAT BRITAIN

Get to know the proficiency tests accepted by universities and colleges

Reading in the libraryThe universities and colleges that your students choose should tell them what standard of English, both written and spoken, they need for the course that they are considering. If English is not their first language, most universities will require them to have a qualification in English or to take a specified test in English.

In addition, universities should tell applicants whose first language is not English but who are studying a qualification all or in part in English of their requirements. Students are advised to contact the admissions office or international office to find out which proficiency tests are acceptable.

The UK Border Agency has recently announced some changes in the English languages requirements for students coming to study in the UK. Click here for more information about the changes. The English language tests in the list below may or may not meet these requirements.

Anglia Examinations Syndicate

  • Proficiency – pass or better

Assessment and Qualifications Alliance (AQA) Certificates in English Language Skills (ESOL) – now owned and run by EDI

  • Set 2 – Performance is not graded but candidates do receive marks (within 5%) achieved in reading, writing, listening and speaking. Last awarded through AQA in summer 2006.

British Institutes Certificates

  • Contact the university or college direct to find out if this test is accepted.

Cambridge English for Speakers of Other Languages (ESOL)

Cambridge English exams are accepted by the UK Border Agency for Tier 4 student visas. They can be taken in 2,500 centres in over 130 countries. Centres are listed at: www.CambridgeESOL.org/Centres

Various tests are offered:

  • Cambridge English: Advanced, commonly known as the Certificate in Advanced English – CAE (NQF Level 2)
  • Cambridge English: Proficiency, commonly known as the Certificate of Proficiency in English – CPE, (NQF Level 3)
  • Cambridge English: First, commonly known as the First Certificate in English – FCE, (NQF Level 1)
  • Cambridge English: Business Certificates Higher, commonly known as Business English Certificate Higher – BEC H (NQF Level 2)
  • Cambridge English: Business Certificates Vantage, commonly known as Business English Certificate Vantage – BEC V (NQF Level 1)
  • ESOL Skills for Life Level 1 (NQF Level 1)
  • ESOL Skills for Life Level 2 (NQF Level 2)

 

For more information visit: www.CambridgeESOL.org

University of Cambridge International Examinations (CIE)

  • GCE O Level English Language (Syllabus numbers 1119, 1120, 1123, 1124, 1125, 1126) – grade C or better
  • IGCSE First Language English (Syllabus number 0500) – grade C or better
  • IGCSE English as a Second Language (Syllabus number 0510) – grade C or better

University of Central Lancashire English Language Examinations

Examinations have reading, writing, listening, speaking and use of English components graded separately from the overall grade on the transcript. Each examination has pass, merit or distinction.

  • Certificate in English (Council of Europe Level B1) Level 2 – Independent User
  • Certificate in English (Council of Europe Level B2) Level 2 – Independent User- pass or above sufficient for some undergraduate programmes
  • Certificate in English (Council of Europe Level C1) Level 3 – Proficient User – pass or above sufficient for most undergraduate programmes and some post-graduate programmes
  • Certificate of Proficiency in English (Council of Europe Level C2) Level 3 – Proficient User – pass or above sufficient for most post-graduate programmes

Certificate in ESOL Skills for Life

Offered by Cambridge ESOL, City and Guilds, Edexcel, Education Development International plc, English Speaking Board, National Open College Network, Open College of the North West and Trinity College London. The levels are set to equivalent NQF Levels.

City and Guilds

  • English for business communication – Level 2 First Class Pass, or Level 3 Pass for more linguistically exacting courses
  • International ESOL and International Spoken ESOL – Expert Level (NQF Level 2) and Mastery Level (NQF Level 3)

Edexcel

  • International GCE O Level English Language – grade C or better
  • IGCSE English as a Second Language – grade C or better
  • IGCSE English Language – grade C or better
  • GCSE English Language – grade C or better

Education Development International (EDI) Certificates in English Language Skills (ESOL)

  • EDI Entry Level Certificate in ESOL International (Entry 1) (JETSET Level 2)
  • EDI Entry Level Certificate in ESOL International (Entry 2) (JETSET Level 3)
  • EDI Entry Level Certificate in ESOL International (Entry 3) (JETSET Level 4)
  • EDI Level 1 Certificate in ESOL International (JETSET Level 5)
  • EDI Level 2 Certificate in ESOL International (JETSET Level 6)

English Speaking Board

  • English as an acquired language (EAL)/(ESOL) Spoken Communication and Presentation – Level 3 (NQF Level 3), Level 2 (Step 1) and Level 2 (Step 2) (NQF Level 2)
  • Schools EAL – Advanced 1 and Advanced 2 (NQF Level 2)
  • ESB Level 3 Certificate in ESOL International All Modes
  • ESB Level 2 Certificate in ESOL International All Modes
  • ESB Level 1 Certificate in ESOL International All Modes
  • ESB Entry Level Certificate in ESOL International All Modes (Entry 3)

Hong Kong Examinations and Assessment Authority

  • Hong Kong Advanced Level Examination: Use of English – Grade E or better
  • Hong Kong Advanced Supplementary Level Examination: Use of English – Grade E or better
  • Hong Kong Certificate of Education (HKCEE) prior to 2007: English Language (Syllabus B) – Grade C or better. 2007 onwards: English Language Level 3 or better

International English Language Testing System (IELTS)

IELTS is accepted by over 6000 institutions worldwide, and is offered up to four times a month at test centres in more than 125 countries. IELTS assesses all your English language skills; reading, writing, listening and speaking. The speaking module is assessed in a face-to-face conversational interview with a qualified examiner.

Candidates receive an IELTS Test Report Form which details their test scores. IELTS scores are given in bands from 1 – 9, including half bands. Most universities and colleges in the UK will require between bands 5.0 to 7.5, depending on the content of the course. IELTS Test Report Forms have a recommended validity of two years and can be verified by the institution receiving them via a secure online service.

IELTS is jointly managed by British Council, IDP: IELTS Australia and the University of Cambridge ESOL Examinations. To find a list of test centres, which institutions are recognising the test and for general information go to: www.ielts.org

Institute of Linguists

  • Diploma in English for International Communication tests English language skills at degree-equivalent level. Last awarded 2004.

LCCI International Qualifications

  • English for Business (EFB) – pass at Level 3
  • English for Commerce (EFC) – pass at Level 3
  • Spoken English for Industry and Commerce (SEFIC) – pass at Level 3
  • English Language Skills Assessment (ELSA) Reading & Listening. Test Score of 383/500

Malaysian University English Test (MUET)

For further information, please contact Malaysian Examinations Council, Bangunan MPM, Persiaran 1, Bandar Baru Selayang, 68100 Batu Caves, Selangor Darul Ehsan, Malaysia
tel: +60 (0) 3 6136 9663
fax: +60 (0) 3 6136 1488
email: ppa@mpm.edu.my
website: www.mpm.edu.my

Michigan English Language Assessment Battery (MELAB)

A score of 80 or above for admission to higher education in the UK, and 90 or above should be required for programmes with high literary content.

OCNW

OCNW ESOL International Level 3 (QCF Level 3, CEFR Level C2)
OCNW ESOL International Level 2 (QCF Level 2, CEFR Level C1)

The Password Test

Password is an online English language test designed for students preparing for academic study. It is most suitable for students joining international foundation programmes, pre-sessional courses, pre-Masters programmes and courses in English for academic purposes. The test is aligned to the CEFR and discriminates between CEFR level A2 to C1. Password takes one hour to complete, is securely delivered online, and gives instant test results and certificates which meet UKBA requirements.

Further information, including the location of Password test centres is available at: www.englishlanguagetesting.co.uk

Pearson Language Tests

Pearson Test of English General (PTE General): consisting of two parts: a written paper and an oral exam. The written paper tests listening, reading, comprehension and writing skills. Both parts are externally assessed. Universities and colleges may accept Level 3 (Council of Europe Level B2), Level 4 (Council of Europe Level C1) or Level 5 (Council of Europe Level C2) for entry at an undergraduate or postgraduate level.

Pearson Test of English Academic (PTE Academic): A computer-based test of international academic English recognised by over 1000 programs worldwide including hundreds of universities around the UK, as well as the UK Border Agency. Test takers receive an overall score and sub-scores for reading, writing, speaking, and listening.

The test is available throughout the year at secure test delivery centres around the world. Scores are available online typically within 5 business days and students can prepare using official PTE Academic practice tests. Most institutions will require a PTE Academic score in the range of 50-64. Some institutions may list a higher or lower score depending on the course.

Further information is available at www.pearsonpte.com/testme

University of Reading

  • Test in English for Educational Purposes (TEEP)
    Reading, listening and writing are reported on the performance certificate, both as independent scores and as an overall composite score. An additional Language Knowledge paper is taken into account when estimating the overall composite score for Band Scores 5.0-6.5. Scores above and below this range are not affected.

Trinity College London

Graded examinations in ESOL:

  • Grades 7, 8 and 9 as evidence of spoken English ability (NQF Level 1);
  • Grades 10 and 11 as evidence of spoken English ability (NQF Level 2);
  • Grade 12 as evidence of spoken English ability (NQF Level 3).

Integrated Skills in English (ISE):

  • ISE II as evidence of all skills in English (NQF Level 1);
  • ISE III as evidence of all skills in English (NQF Level 2);
  • ISE IV as evidence of all skills in English (NQF Level 3).

Test of English as a Foreign Language (TOEFL)

The TOEFL (Test of English as a Foreign Language) test is offered in internet-based (iBT) and paper-based (PBT) formats. Please visit www.ets.org/toefl/locations to locate your nearest test centre.

The TOEFL iBT consists of four sections: Reading, Listening, Speaking and Writing, and the entire test is four hours long. Scores are split into the four sections and an overall total score is provided.

The test is recognised and accepted in over 6000 institutions globally. View the complete list of universities and colleges that accept TOEFL at www.ets.org/toefl/ukdirectory. Each institution will list their TOEFL score requirements on their website and these may vary.

For further information on TOEFL please visit www.ets.org/toefl.

Warwick English Language Test

  • A test of language proficiency consisting of three papers, which together predict a candidate’s language ability at either a pre-university (foundation) or university (undergraduate and graduate) level. The skills tested are English grammar and usage, writing and reading. There is no speaking or listening test. Grades are reported on a formal certificate with information on the reverse about level of achievement. Further information is available from:
    The WELT Administrator, CELTE, University of Warwick, Coventry, CV4 7AL.

Category:

LOWER, B2 level, PARENTS γονείς, PROFICIENCY, C2 LEVEL

ΠΤΥΧΙΑ ΑΓΓΛΙΚΩΝ ΑΝΑΓΝΩΡΙΣΜΕΝΑ ΑΠΟ ΑΣΕΠ

ΠΤΥΧΙΑ ΑΓΓΛΙΚΩΝ ΑΝΑΓΝΩΡΙΣΜΕΝΑ ΑΠΟ ΑΣΕΠ

« … Η άριστη γνώση της ξένης γλώσσας (Γ2 C2) αποδεικνύεται:

α) για την Αγγλική γλώσσα με  1. CERTIFICATE OF PROFICIENCY IN ENGLISH (CPE) του Πανεπιστημίου CAMBRIDGE
2. CERTIFICATE OF PROFICIENCY IN ENGLISH του Πανεπιστημίου MICHIGAN
3. LONDON TESTS OF ENGLISH LEVEL 5  του EDEXCEL
4. CITY AND GUILDS 3 CERTIFICATE IN ESOL INTERNATIONAL (reading, writing and listening) CITY AND GUILDS level 3 certificate in ESOL INTERNATIONAL (SPOKEN) συνυποβάλλονται αθροιστικά για την απόδειξη της ΑΡΙΣΤΗΣ ΓΝΩΣΗΣ

 

β)  Πολύ Καλή Γνώση (Γ1, C1)

1. CERTIFICATE OF ADVANCED ENGLISH (CAE) του Πανεπιστημίου CAMBRIDGE
2. INTERNATIONAL ENGLISH LANGUAGE TESTING SYSTEM (IELTS) με βαθμολογία από 6 – 7
3. LONDON TESTS OF ENGLISH LEVEL 4 του EDEXCEL
4. CITY AND GUILDS LEVEL 2  CERTIFICATE IN  ESOL INTERNATIONAL (reading, writing, listening) και CITY AND GUILDS LEVEL 3 CERTIFICATE IN ESOL INTERNATIONAL (spoken) συνυποβάλλονται αθροιστικά για την απόδειξη της ΚΑΛΗΣ ΓΝΩΣΗΣ
5. BUSINESS ENGLISH CERTIFICATE HIGHER (BEC HIGHER) CAMBRIDGE
6. ADVANCED LEVEL CERTIFICATE IN ENGLISH (ALCE) HELLENIC AMERICAN UNION
7.  TEST OF ENGLISH FOR INTERNATIONAL COMMUNICATION  (TOEIC) βαθμολογία από 785 έως 900 του EDUCATIONAL TESTING  SERVICE

 

γ) Καλή Γνώση

1. FIRST CERTIFICATE IN ENGLISH (FCE) του Πανεπισ. CAMBRIDGE   
2. ΙΝTERNATIONAL ENGLISH LANGUAGE TESTING SYSTEM (IELTS) με  βαθμολογία από 4,5 – 5,5
3. LONDON TESTS OF ENGLISH LEVEL 3 του EDEXCEL
4. CITY AND GUILDS LEVEL 1 CERTIFICATE IN ESOL  INTERNATIONAL (reading, writing and listening) και CITY AND GUILDS LEVEL 1 CERTIFICATE IN ESOL INTERNATIONAL (spoken) συνυποβάλλονται αθροιστικά για την απόδειξη της ΚΑΛΗΣ ΓΝΩΣΗΣ
5. BUSINESS ENGLISH CERTIFICATE VANTAGE CAMBRIDGE
6. (MCCE) MICHIGAN CERTIFICATE OF COMPETENCY IN ENGLISH του παν.MICHIGAN lTEST OF ENGLISH FOR INTERNATIONAL COMMUNICATION (TOEIC) βαθμολογία από 505 έως 780 του EDUCATIONAL TESTING SERVICE

Category:

LOWER, B2 level, PARENTS γονείς, PROFICIENCY, C2 LEVEL

Παράγοντες που επηρεάζουν τη σχολική επίδοση των μαθητών

Παράγοντες που επηρεάζουν τη σχολική επίδοση των μαθητών

Η σχολική επίδοση ενός μαθητή ορίζεται ως η αξιολόγηση της απόδοσης του σε σχέση με την εκπαιδευτική διαδικασία. Επομένως επηρεάζεται από πολλούς παράγοντες που εμπλέκονται στην εκπαιδευτική πράξη αλλά και στη γενικότερη διάπλαση της προσωπικότητας του παιδιού. Αρκετοί μαθητές παρουσιάζουν χαμηλή σχολική επίδοση και οι γονείς τους τις περισσότερες φορές αποδίδουν την αποτυχία του παιδιού τους σε «τεμπελιά» ή σε γενικότερη αδυναμία στα μαθήματα. Η πραγματικότητα όμως βρίσκεται σε βαθύτερα αίτια. Οι συχνότερες αιτίες που οδηγούν σε χαμηλή σχολική επίδοση θεωρούνται οι ακόλουθες:

1. Έλλειψη σχολικής ωριμότητας μπορεί να προκαλέσει στο παιδί αδυναμία παρακολούθησης των μαθημάτων του, δυσκολίες στην ανάγνωση και γραφή, φτωχό λεξιλόγιο, αδυναμία προσαρμογής στο περιβάλλον και στους κανόνες της τάξης, δυσκολία στις κοινωνικές συναναστροφές. Η σχολική ωριμότητα αφορά την εξέλιξη της νοημοσύνης του παιδιού, που ποικίλει από άτομο σε άτομο, τη συναισθηματική και κοινωνική του εξέλιξη και τη βιολογική του ωρίμανση.
2. Το αίσθημα ντροπής ή δειλίας είναι ένα χαρακτηριστικό αρκετών μαθητών και εκδηλώνεται με ένα συνεσταλμένο ύφος, την έλλειψη φιλικών σχέσεων, την απομόνωση και την αδυναμία συμμετοχής στις σχολικές δραστηριότητες.
3. Η απουσία εσωτερικών κινήτρων δεν τοποθετεί την εκπαιδευτική διαδικασία και την αξία της γνώσης στην ορθή βάση

 

4. Ο τρόπος διδασκαλίας των εκπαιδευτικών αλλά και η συμπεριφορά τους απέναντι σε κάθε μαθητή χωριστά επηρεάζει καταλυτικά τη σχολική επίδοση των μαθητών. Η επίπληξη, η τιμωρία ή η αποφυγή από μέρους του εκπαιδευτικού προς το μαθητή δημιουργεί προβλήματα στην ψυχοσύνθεση του μαθητή και μάλιστα όταν αυτές οι συμπεριφορές εκδηλώνονται μπροστά στους συμμαθητές του. Έτσι δημιουργούνται επιθετικές συμπεριφορές, άγχος, προβλήματα ένταξης στο σύνολο, μαθησιακές δυσκολίες, ανασφάλεια, συναισθήματα απόρριψης και αποτυχίας. Σε γενικότερο πλαίσιο, όταν το σχολικό περιβάλλον δεν είναι υποστηρικτικό προς τους μαθητές, δημιουργεί ευνοϊκές συνθήκες για την εμφάνιση των παραπάνω συμπεριφορών.
5. Ο οικογενειακός παράγοντας είναι πρωταρχικής σημασίας για την εμφάνιση χαμηλής σχολικής επίδοσης. Οι κουρασμένοι μαθητές, που δεν προσέχουν στο μάθημα, δε συζητούν εύκολα, έχουν μελαγχολική έκφραση και κλείνονται στον εαυτό τους είναι στοιχεία που επιβεβαιώνουν πολλές φορές την έλλειψη υποστήριξης και ενδιαφέροντος από την οικογένεια με απώτερο αποτέλεσμα την κακή σχολική επίδοση.
6. Η ελλιπής φοίτηση με αρκετές απουσίες, χωρίς λόγο από το σχολείο μπορεί να είναι ένδειξη αρνητικής στάσης προς αυτό, που συνήθως χαρακτηρίζει τους μαθητές με χαμηλή επίδοση και οδηγούνται σε σχολική στασιμότητα ή εγκατάλειψη.
7. Οι μαθησιακές δυσκολίες (οπτική ή ακουστική διάκριση, δυσλεξία κ.α.) οδηγούν αρκετές φορές σε χαμηλή σχολική επίδοση, καθώς δεν μπορεί να ακολουθήσει το ρυθμό μάθησης της υπόλοιπης τάξης.
8. Το χαμηλό αίσθημα αυτοεκτίμησης επιδρά αρνητικά στην απόδοση ενός μαθητή. Έχει βρεθεί ότι η υψηλή αυτοεκτίμηση συνδέεται με υψηλή σχολική επίδοση και ότι η χαμηλή σχολική επίδοση έχει ως αποτέλεσμα τη χαμηλή αυτοεκτίμηση. Επομένως για να βελτιωθεί η χαμηλή σχολική επίδοση χρειάζεται η δημιουργία ισχυρής αυτοεκτίμησης και εμπιστοσύνης του μαθητή στις δυνάμεις του.
9. Γονείς και καθηγητές ασκούν πολλές φορές ψυχική πίεση στα παιδιά για υψηλές επιδόσεις. Αν και η προώθηση στη μόρφωση έχει θετικά αποτελέσματα, όταν μετατρέπεται σε πίεση και υπερβολική απαίτηση έχει τα ακριβώς αντίθετα αποτελέσματα και μπορεί να αγγίξει μέχρι και τη σχολική αποτυχία.

Πώς όμως μπορούμε να αντιμετωπίσουμε αυτές τις αιτίες που επιβραδύνουν τη σχολική ανάπτυξη του μαθητή και ποια είναι τα σημεία που οφείλουμε να προσέξουμε ιδιαίτερα:

• Σχετικά με τη σχολική ανωριμότητα, οι γονείς θα πρέπει πρωταρχικά να κατανοήσουν τη συμβολή της ανωριμότητας στη χαμηλή επίδοση του παιδιού και να μην την ανάγουν σε τεμπελιά ή αδιαφορία. Η ενθάρρυνση και οι ρεαλιστικές απαιτήσεις από τους γονείς σίγουρα είναι πολύ βοηθητικές. Τέλος η αξιολόγηση της κατάστασης από ειδικούς επιστήμονες μπορεί να οδηγήσει και στην καλύτερη αντιμετώπιση του προβλήματος.
• Οι μαθητές πρέπει να αποκτήσουν εσωτερικά κίνητρα, να κατανοήσουν δηλαδή την αξία της γνώσης και να μη βάζουν στόχους για να ικανοποιήσουν τους γονείς, τους δασκάλους ή για να πάρουν καλούς βαθμούς. Έρευνα έχει δείξει ότι τα εσωτερικά κίνητρα, όσο π
ροχωράμε από το Δημοτικό προς το Λύκειο ελαττώνονται. Ένα βοηθητικό σχολικό περιβάλλον, λοιπόν διευκολύνει την ανάπτυξη εσωτερικών κινήτρων, ενώ παράλληλα οι γονείς μπορούν να ενισχύσουν αυτή την ανάπτυξη συνδέοντας την γνώση και τα μαθήματα με διάφορες επιτυχίες του παιδιού στην καθημερινή του ζωή. Τα εσωτερικά κίνητρα παίζουν σπουδαίο ρόλο και αργότερα στη δια βίου μάθηση.
• Οι γονείς με τις στάσεις, τις αξίες, τις φιλοδοξίες και τις προσδοκίες τους, αλλά και τη συμπεριφορά τους επηρεάζουν σοβαρά τη σχολική επίδοση των παιδιών τους. Η οικογένεια που φροντίζει να κάνει το παιδί ανεξάρτητο και το παρακινεί να κάνει μόνο του τις διάφορες εργασίες, δημιουργεί ευνοϊκές συνθήκες για την ανάπτυξη των κινήτρων επίδοσης. Γενικά η θερμή και ήρεμη ατμόσφαιρα, το απαιτητικό αλλά συγχρόνως και δημοκρατικό οικογενειακό κλίμα που δίνει έμφαση στον αυτοέλεγχο και ενδιαφέρεται για την εκπαίδευση αποτελεί προϋπόθεση για τη σχολική επιτυχία του παιδιού. Βασικότερη προϋπόθεση όμως για τα κίνητρα επίδοσης είναι οι απαιτήσεις των γονέων να ανταποκρίνονται στο επίπεδο των δυνατοτήτων του παιδιού.
• Για τα συνεσταλμένα παιδιά, η σωστή προσέγγιση, η ιδιαίτερη προσοχή και η ενθάρρυνση για συμμετοχή σε δραστηριότητες αποτελούν μια σωστή βάση. Εδώ ο ρόλος του εκπαιδευτικού είναι νευραλγικός, καθώς μέσα από την ευαισθητοποίηση της ομάδας της τάξης, την ανάθεση πρωτοβουλιών μπορεί να κινητοποιήσει το μαθητή σε μια καλύτερη συνεργασία. Επίσης οι εκπαιδευτικοί, μπορούν να ενισχύσουν τα «αποτυχημένα» παιδιά, τονίζοντας τα θετικά στοιχεία της συμπεριφοράς τους και επαινώντας κάθε προσπάθεια ανεξάρτητα από το αποτέλεσμα. Είναι απαραίτητα ο εξατομικευμένος τρόπος διδασκαλίας, όπου χρειάζεται, η πίστη στις ικανότητες του μαθητή και η εργασία σε ομάδες.

Τέλος το ίδιο το σχολείο ως σύστημα πρέπει να δίνει έμφαση στην ποιότητα, οι μαθητές να νιώθουν υποστήριξη και σεβασμό στην προσωπικότητά τους. Καλό είναι οι μαθητές να συμμετέχουν σε ευχάριστες διεργασίες μάθησης που να εμπεριέχουν αυτενέργεια και ανακάλυψη των ικανοτήτων τους.

Της Μαρίας Τσικουδή

Category:

PARENTS γονείς, PSYCHOLOGY of a student.- ΨΥΧΟΛΟΓΙΑ του μαθητή

GRAMMAR, the TENSES

tense Affirmative/Negative/Question Use Signal Words
Simple Present A: He speaks.
N: He does not speak.
Q: Does he speak?
  • action in the present taking place once, never or several times
  • facts
  • actions taking place one after another
  • action set by a timetable or schedule
 always, every …, never, normally, often, seldom, sometimes, usually
if sentences type I (If I talk, …)
Present Progressive A: He is speaking.
N: He is not speaking.
Q: Is he speaking?
  • action taking place in the moment of speaking
  • action taking place only for a limited period of time
  • action arranged for the future
 at the moment, just, just now, Listen!, Look!, now, right now
Simple Past A: He spoke.
N: He did not speak.
Q: Did he speak?
  • action in the past taking place once, never or several times
  • actions taking place one after another
  • action taking place in the middle of another action
 yesterday, 2 minutes ago, in 1990, the other day, last Friday
if sentence type II (If I talked, …)
Past Progressive A: He was speaking.
N: He was not speaking.
Q: Was he speaking?
  • action going on at a certain time in the past
  • actions taking place at the same time
  • action in the past that is interrupted by another action
 when, while, as long as
Present Perfect Simple A: He has spoken.
N: He has not spoken.
Q: Has he spoken?
  • putting emphasis on the result
  • action that is still going on
  • action that stopped recently
  • finished action that has an influence on the present
  • action that has taken place once, never or several times before the moment of speaking
 already, ever, just, never, not yet, so far, till now, up to now
Present Perfect Progressive A: He has been speaking.
N: He has not been speaking.
Q: Has he been speaking?
  • putting emphasis on the course or duration (not the result)
  • action that recently stopped or is still going on
  • finished action that influenced the present
 all day, for 4 years, since 1993, how long?, the whole week
Past Perfect Simple A: He had spoken.
N: He had not spoken.
Q: Had he spoken?
  • action taking place before a certain time in the past
  • sometimes interchangeable with past perfect progressive
  • putting emphasis only on the fact (not the duration)
 already, just, never, not yet, once, until that day
if sentence type III (If I had talked, …)
Past Perfect Progressive A: He had been speaking.
N: He had not been speaking.
Q: Had he been speaking?
  • action taking place before a certain time in the past
  • sometimes interchangeable with past perfect simple
  • putting emphasis on the duration or course of an action
 for, since, the whole day, all day
Future I Simple A: He will speak.
N: He will not speak.
Q: Will he speak?
  • action in the future that cannot be influenced
  • spontaneous decision
  • assumption with regard to the future
 in a year, next …, tomorrow
If-Satz Typ I (If you ask her, she will help you.)
assumption: I think, probably, perhaps
Future I Simple(going to) A: He is going to speak.
N: He is not going to speak.
Q: Is he going to speak?
  • decision made for the future
  • conclusion with regard to the future
 in one year, next week, tomorrow
Future I Progressive A: He will be speaking.
N: He will not be speaking.
Q: Will he be speaking?
  • action that is going on at a certain time in the future
  • action that is sure to happen in the near future
 in one year, next week, tomorrow
Future Perfect
 A: He will have spoken.
N: He will not have spoken.
Q: Will he have spoken?
  • action that will be finished at a certain time in the future
 by Monday, in a week
Future Perfect Progressive A: He will have been speaking.
N: He will not have been speaking.
Q: Will he have been speaking?
  • action taking place before a certain time in the future
  • putting emphasis on the course of an action
 for …, the last couple of hours, all day long

Category:

A SENIOR- beginner level, ADVANCED C1 level, B SENIOR elementary level, C SENIOR pre- intermediate level B1, D SENIOR Intermediate level B1+, E SENIOR- pre Lower B2 level, GRAMMAR, LOWER, B2 level, PROFICIENCY, C2 LEVEL