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 gain both theoretical and practical knowledge about physical, cognitive, social-emotional aspects of child development. |
5 |
2) |
To display actions in professional practice based on ethical principles and values. |
5 |
3) |
To adopt the principle of lifelong learning, using efficient ways for accessing information. |
5 |
4) |
To know the stages of child development and to be able to use models / theories efficiently for supporting children's cognitive, affective and psycho-motor development. |
5 |
5) |
To plan, implement and evaluate professional projects, research and events with a sense of social responsibility, |
5 |
6) |
To be able to use effective communication methods in counseling and child and family-based guidance. |
5 |
7) |
To be sensitive to the child and family-related issues taking into account the child's stages of development, and to implement strategies for personal development of child and education methods which are vital for leading effective and productive life. |
5 |
8) |
To use the education and communication materials according to the child development stage, and to create proper educational environment. |
5 |
9) |
To take responsibilities in the field of child development and education using interdisciplinary approach, and to use information technologies, and to engage in projects and activities. |
5 |
10) |
To use health information technologies for research in the field of child development. |
4 |
11) |
To be able to monitor occupational information using at least one foreign language, to collaborate and communicate with colleagues at international level. |
5 |
12) |
To become a good example for colleagues and society, and represent efficiently the professional identity using advanced knowledge about child development. |
5 |