Visibility of eTwinning Projects Group July 2014 Newsletter
-----------------------------------------------------------------------------------------------------technological high school in Ankara, Turkey. We
formed groups of students and helped them
become better informed consumers. Students were
given a questionnaire on the Consumer Bill of
Rights at the beginning of the project, and the
same questionnaire was given at the end to see the
progress of our students. Mainly, each group of
students had to devise a delicious and healthy
menu for two old persons (starter, main dish,
dessert, drinks, etc.), but also at a good price. The
first step was to visit some
shops/markets/hypermarkets in order to see the
products and their prices and then, they decided on
their menu. Finally, they made PowerPoint
presentations of the entire procedure and drew
conclusions about the Consumer Bill of Rights.
A third project was called “Greetings from
Romania… Greetings from Macedonia…” and it
created an educational framework to foster the
Romanian and Macedonian students' cooperation
and enable them to send greetings on different
celebrations for a better understanding of the
multicultural diversity of our world. The aim of the
project was to offer the students the possibility to
exchange cultural information and traditions by
means of the English Language and new ICT tools.
Finally, a project very much loved by my students
was “The Stories of the Mills” founded together with
a school in Erlangen, Nuremberg, in Germany. The
project enabled the students to exchange cultural
information on traditional windmills and watermills.
Sibiu and Nuremberg have a lot of similar traditions
connected to water/windmills and not only. The
objectives were: the use of the English language
through activities that helped students value the
cultural wealth, traditions, similarities and
differences between European countries/cities –
Sibiu and Nuremberg; the use of the New
Technologies of Information and Communication
and the encouragement of our pupils to meet other
realities. The working process comprised two
stages: asking students to create
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