Week |
Subject |
Related Preparation |
1) |
The alphabet, vowel and consonant groups, the stress system. |
Arvanitakis |
2) |
Affirming, denying, greeting in both formal and informal way. Presenting one’s self; asking and saying the nationality and name. Personal pronouns subject; me, you, he/she. |
Arvanitakis Unit 1 |
3) |
Expression of thanks, to present to each other, |
Arvanitakis Unit 2 |
4) |
Verb “to be” , Counting from 1to10 |
Arvanitakis Unit 2 |
5) |
Nationalities, greek cities, deterninative article singular. Determinative article, cases (nominative accusative), preposition από. |
Arvanitakis Unit 3 |
6) |
Introduction to A group regular verbs; Possessive suffix; Numbers between 1-100. |
Arvanitakis Unit 3 |
7) |
Revision. Numbers between 1000-2000; Addresses and telephone numbers; Introduction to possessive pronouns |
Arvanitakis Unit 4 |
8) |
Midterm |
|
9) |
Practise on possessive pronouns; Occupation lists according to gender |
Arvanitakis Unit 4 |
10) |
Introduction to B group regular verbs; Comparision of A group regular verbs to B group ones; Chunks related to maritial status |
Arvanitakis Unit 5 |
11) |
Practise on the use of verbs, especially “have” and “be” |
Arvanitakis Unit 5 |
12) |
Prices and expressions, names masculine in ος,ης, ας, feminine in –α,η and neutral in –ο,ι,μα (accusative singular) |
Arvanitakis Unit 6 |
13) |
Demonstrative pronoun αυτός, αυτή, αυτό, apocopate σας/ σ’, Exchange of information about people |
Arvanitakis Unit 7 |
14) |
Adjectives in –ος, η, ο and –ος, α, ο (nominative singular) Interrogative pronouns ποιος, ποια, ποιο, adjectives which express nationality
|
Arvanitakis Unit 7 8 |
|
Program Outcomes |
Level of Contribution |
1) |
To define concepts related to the latest knowledge, tools and other scientific resources for the teaching profession, educational technology and information technologies in terms of national and international standards. |
4 |
2) |
To explain the main elements of teaching strategies, methods and techniques, material design and assessment and evaluation processes that affect the development of educational technology integration. |
|
3) |
To develop competencies related to software languages, operating systems, computer networks and computer hardware. |
|
3) |
To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology. |
|
4) |
To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology. |
|
5) |
To plan, implement and evaluate classroom activities that utilize cutting-edge technologies to foster creativity, problem solving and critical thinking using scientific methods. |
|
6) |
To build strong theoretical and applied models to develop solutions to problems that focus on systems and human development within a learning organization. |
4 |
7) |
To review, evaluate and recommend strategies for technology integration based on the interests, needs, individual differences and developmental characteristics of students in primary and secondary education. |
|
8) |
To work individually and collaboratively in a team to carry out activities related to educational technology, information technology and the teaching profession in an interdisciplinary approach. |
4 |
9) |
To effectively use and evaluate educational technologies and appropriately designed instructional models as a means of achieving and meeting learning objectives and requirements. |
|
10) |
To utilize effective metacognitive techniques to make the classroom a community of learners engaged in lifelong learning activities. |
|
11) |
To prepare trainings and projects related to educational technology for the community and to provide counseling to individuals in enhancing learning through the appropriate use of technology. |
4 |
12) |
To implement cost and time sensitive strategies to support individuals and organizations to carry out their work more effectively. |
|
13) |
To equip teachers to be pioneers and models in the application of technology for educational purposes using ethical and legal standards and to keep pace with changing technology. |
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14) |
To investigate efficient design solutions and existing standards used today for educational technologies, curricula, innovations and outcomes related to work, school, education sector and virtual world. |
|
15) |
To gain fluency in interpersonal communication, teaching frameworks and the use of different technologies in relation to national norms and laws. |
4 |