Online brochure

Discovering the world anew
Grundtvig partnership project
An on-line brochure with examples
of language and social activities
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may
be made of the information contained therein.
Contents
Introduction
3
Programme of learning English for groups 55+
4
Learning English through website presentations (topics)
7
Warm-up activities; examples of language exercises
8
Transnational meetings:
• Songs
• Dances
10
14
E-penpal scheme
15
Cultural learning:
• Grundtvig lunch
• Exchanging gifts
• Home visits
• Guided tours through your city
16
17
18
19
Language activities:
• tongue-twisters
• quizzes
20
22
2
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may
be made of the information contained therein.
Introduction
“Discovering the world anew” was a Grundtvig project which aim was to
activate people aged 55+ by teaching them English and computer skills.
The project was made-up of 5 partner organizations from:
• Poland
• Spain
• Slovakia
• Turkey
• Wales
The Welsh partner’s main role was to help participants from other
countries in learning English, thus an e-penpal scheme was established.
The project was delivered between 2009 – 2011 and was very
successful.
The aim of this brochure is to:
• Present the idea of learning English through internet
presentations prepared by the learners.
• Describe some language exercises which were introduced at
transnational meetings.
• Provide examples of cultural, social and linguistic activities.
• Provide examples of best practice which may be useful for other
projects like this one in the future.
Partners’ meeting in Sopot
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may
be made of the information contained therein.
3
The programme of learning English
for groups 55+
The following programme of learning English was designed for Polish participants
and implemented in Poland. It may serve as example of topics and language issues
which were covered by our students.
1. Let’s meet
• Introduction
• Basic information about myself
• Welcome back from holiday
2. My family
• Talking about our relatives
• Grammar: present simple
• Verb “to be”
3. Celebrating in Britain
• Forms of celebrating common feasts in Poland and Britain
• Verb “to be” in negative/question
4. Halloween or All Saint’s Day
• Vocabulary connected with Halloween
• Halloween or All Saint’s Day
• Vocabulary connected with Halloween
• Speaking and writing practice
5. “La tomatina”
• Reading lesson
• Celebrating in general
6. My job, my profession
• Simple Past tense
• My CV, my interview
7. “Trip to Salzburg”
• Vocabulary connected with travelling
• Did/didn’t form
4
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may
be made of the information contained therein.
8. Kupala’s Night project
• Was/were form
• Our Polish celebration
9. Wedding customs
• Different wedding customs
• Reading and speaking exercises
10. Christmas shopping
• Different shops
• Buying
11. Christmas traditions
• Singing carols and greetings
12. In a shop
• Food and drink
• Conversation in a shop
13. Shopping list
• How much/how many
• Vocab. In a shop /review/
14. My winter break
• Speaking and writing practice
• Past Simple tense
15. She is my best friend
• Comparative and superlative forms of adjectives
• Describing people
16. City of superlatives
• Describing and comparing places, towns
• Adjectives
17. Midyear test
18. House of our dreams
• Household vocabulary
• Reading practice
19. My kitchen, my room
• Describing houses
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may
be made of the information contained therein.
5
20. John Lennon, a phenomenon
• Biography
• Songs of all times Imagine
21. Describing Celebrities
22. Famous people in Poland /project/
23. Likes and dislikes
• Grammar: Past Continuous
• Describing hobbies
24. Easter celebrations here and there
• Easter wishes
• Easter breakfast
• Vocabulary connected with Easter
25. Eating in Britain
• Have to and must
• Eating habits
26. Children’s games then and now /project/
27. Meeting in Café
• My memories from our project ‘s trip
• Photos, impression
28. National heroes and heroines
• Past Simple tense
29. End of year test
30. My language diary
• Vocabulary and grammar revision
• Preparation to our last international meeting in Gdańsk
6
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may
be made of the information contained therein.
Learning English through website
presentations
English was a language of communication in our project. Some of our participants had to
start learning English from the very beginning, others had to improve their language skills.
All of our learners, including Welsh the volunteers, had the same tasks at the same time – the
preparation of internet presentations which were put on the project’s website several times a
year.
The topics for the internet presentations were connected with our own lives and included
presentations on:
• hometowns
• customs
• greetings
• traditions
• celebrations
• religion
• famous people from our countries and national heroes
• the comparison of our childhood with that of our children and grandchildren
The participants worked with their teachers learning vocabulary for each topic and writing
the presentation. Once the presentations were ready and placed on the website, all of us
could read about other partners and their experience on the same subject.
The teachers could introduce various language exercises connected with particular presentations.
The fact that all learners from the different countries worked on the same subject and then
by a given time had to present their work increased the motivation of our students as well as
their knowledge about other countries. This was one of the ways of “discovering the world
anew…”
There were the following topics of internet presentations:
• CHRISTMAS, RAMADAN
• MY HOMETOWN
• EASTER, NEWROZ in TURKEY, JEWISH FESTIVAL
• CELEBRATIONS; weddings, birthdays…..
• FAMOUS PEOPLE
• GREETINGS
• NOW and THEN , CHILHOOD MEMORIES and GAMES
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may
be made of the information contained therein.
7
Warm-up activities
GOOD MORNING, MY NAME IS………………. 10’ activity
T. (teacher) writes his name on the board.
T. shakes hand with each participant saying “Good morning! My name is…..”
T. helps Ss to form their answers “Good morning! My name is…..”
T. asks Ss to stand up in a circle and introduce one another.
THROWING A BALL 10’ activity
T. writes his name on the board.
T. throws a ball or a soft toy to one participant saying “Good morning! My name is…..”
T. helps Ss (students) to build their answers.
Ss throw the ball to each other, asking questions (what’s your name) and giving answers.
ARE YOU MARTA? NO, MY NAME IS……………. 10’ activity
T. writes his name on a sheet of paper, shows it to the participants saying “My name is…..”
T. gives Ss their own cards and encourages them to write their names.
T. collects those sheets of paper and mixes them up.
T. gives them out to Ss in a random order, so everyone gets somebody else’s name
T. also has got his “new” name.
T. goes to one participant and asks if she/he is the owner of this name, asking “Are you
Marta?” S. answers “No, my name is…”
When T. finds Marta he puts on her a card - an identity card.
Ss look for the owners of the names which they have got on their cards.
INTRODUCING YOUR NEIGHBOUR 10’ activity
Students sit in a circle.
T. asks a student sitting next to him: What is your name?
S. answers.
T. says: Her name is Alice, my name is Tom.
T. asks third person to repeat those two names and add his own.
All participants have to repeat all the names twice.
In a second row another participant can add some additional information about themselves
like surnames, where they are from, their jobs or hobbies.
COLOURFUL RIBBONS 10’ activity
T. prepares one 2 m ribbon for each participant.
T. holds all ribbons in the middle.
Each participant takes one end of the ribbon.
Ss look for a partner who holds another end of his/her ribbon.
Ss ask each other questions about themselves and try to remember at least three details
from partner’s lives.
88
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may
be made of the information contained therein.
Afterwards everybody introduces his or her partner to the rest of the group.
CIRCLES 10’ activity
Ss stand in pairs facing each other in two circles one inside another.
They have to speak for a few minutes and then T. gives a sign to one circle to move over one
person.
In this way everybody can get to know each other.
Afterwards everybody introduces his or her partner to the rest of the group.
CROSSWORDS 20’activity
All participants receive a sheet of paper and have to write his or her name down like in a
crossword.
Then Ss have to build crossword connected with their lives using the letters from their
names.
te A cher
so N
pia N o
p A rrot
my profession
my child
my hobby
my pet
Each S presents his or her diagram and explains why he used such a description.
QUESTIONS 10’ activity
T. prepares a list of students’ details like: place of birth, hometown, profession etc, but there
are no names on the list.
Ss have to fill in the names asking colleagues for this information.
(Where were you born? What is your hometown? What do you do? etc.)
FIND OUT WHO I AM ………………………
20’ activity
Ss have to find out one most significant piece of information about each other.
After conversation, each student says what he or she has learnt about another participant.
To avoid common questions T. can suggest some specific questions like your favorite film,
your worst mistake, your best childhood memory etc…
This exercise is for more advanced students
GUESS WHO I AM, BUT I WON’T SAY A WORD………… 20’ activity
Ss work in pairs for 3 minutes. They have to get as much information about each other as
they can but the problem is that they have to communicate without words. They can use
gestures for example by showing the ring (meaning I’m married), by acting swimming (my
best sport) or they can draw.
When time is up, each student has to say what they have understood from his partner’s
gestures. Partners can correct all possible mistakes.
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may
be made of the information contained therein.
9
Songs
transnational meetings
Songs play an important part during transnational meetings of learners and staff.
As the level of knowledge of English of our participants varies a lot (from complete beginners to native speakers) songs often become an essential means of communication to:
• present one’s country, town, nationality
• break down the communication barriers
• allow for self-expression
• bring different national groups together
• add joy and fun to every meeting
Each national group brings lyrics of their favourite song (making sure there are enough
copies for all participants). It is a good idea to translate the song into English beforehand, not
necessarily word for word, but at least the gist of it. The students then:
• Get familiar with the lyrics, or the song may be explained by a group leader/ teacher.
• The song is performed by a national group
• Then it is read by all ( it is a good idea to practice reading aloud a few times e.g. the
refrain)
• The song is performed again and all try to join in singing
• The same procedure is repeated by each national group
It is important to consider the choice of songs and suggest:
• Well-known folk songs
• Songs for special occasions (e.g..Happy Birthday, Sto lat),
• Pop songs which are/were great international hits
• Children’s songs e.g. “Old MacDonald had a farm………..”
There is a chance that participants will know that song in their own language. It can be very
entertaining to perform this song in different languages and learn how animals “speak” different languages. It is also a good idea to teach a group that song in English before the transnational meeting.
In the “Discovering the world anew” project some songs became so popular with our participants, that they were sung at each and every meeting e.g. the well known song “Valencia”
was our favourite.
810
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may
be made of the information contained therein.
Turkish song
SAMANYOLU ŞARKISI
THE SONG OF MILKY WAY
Sen kalbimin mehtabısın güneşisin
Sen ruhumun vazgeçilmez bir eşisin
You're the moonlight and sun of my heart
You're my soul’s unique partner
Bir şarkısın sen ömür boyu sürecek
Dudaklarımdan yıllarca düşmeyecek
You’re a song all through my life
Will not fall from my lips for years
Slovak song
Tancuj, tancuj, vykrúcaj, vykrúcaj, len mi piecku nezrúcaj, nezrúcaj
dobrá piecka na zimu, na zimu, nemá každý perinu, perinu
tra - la - la - la, tra - la - la - la, tra - la - la - la - la - la - la
tra - la - la - la, tra - la - la - la, tra - la - la - la - la - la – la
Pobil Cigán Cigánku, Cigánku, po zeleném župánku, punku
Cigánečka Cigána, Cigána do zámečka vydala, vydala
tra - la – la…
Mala som ja rukávce, rukávce, dala som ich Cigánce, Cigánce,
Cigánečko malučká, malučká, pričaruj mi synečka, synečka
tra - la – la…
Stojí vojak na varte, na varte, v roztrhanom kabáte, kabáte,
od večera do rána, do rána, rosa naňho padala, padala
Dance, dance, twist, twist, don‘t destroy, don‘t my stove
good stove for the winter, for the winter, everybody doesn’t have the duvet,
tra - la - la - la, tra - la - la - la, tra - la - la - la - la - la - la
tra - la - la - la, tra - la - la - la, tra - la - la - la - la - la – la
Gypsy man spanks Gypsy woman on her green morning gown
Gypsy woman settled Gypsy man into the castle
tra - la – la…
I had decorated sleeves, sleeves, I gave them to the Gypsy woman,
A Little Gypsy woman, conjure the son for me
tra - la – la…
The soldier is standing on the watch, on the watch, wearing ragged coat,
From the evening till morning, till morning, dew falling on him
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may
be made of the information contained therein.
11
Spanish song
Valencia
Es la tierra de las flores de la luz y del amor
Valencia
Tus mujeres todas tienen de las rosas el color
Valencia
Al sentir como perfuma en tus huertas el azahar
Quisiera
En la huerta valenciana mis amores encontrar
La blanca barraca, la flor del naranjo
Las huertas floridas, almendros en flor
El Turia de plata, el cielo turquesa
El sol valenciano que van diciendo amor
Amores
En Valencia son floridos como ramos de azahar
Quereres
En Valencia sus mujeres con el alma suelen dar
Pasiones
El la huerta valenciana sí te dan el corazón
Sus hembras
Ponen alma y ponen vida en un beso de passion
812
Valencia,
Is the land of flowers, light, and colour
Valencia
Its women have the colour of the roses
Valencia
When you feel the perfum of the “azahar” in its fields
I’d like
In the valencian fields my love find.
The white “barraca”, the orange tree flower
The blosoms fields, almonds tree whith flowers
The silver colour Turia river,the tourquois colour sky
The valencian sun are going to say love
Love
In Valencia is like orange tree flowers
Feelings
Women in Valencia express love whith all heart
Passions
If you find love in Valencia’s countryside
Valencian females
Give their soul and their live when they kiss.
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may
be made of the information contained therein.
Polish song
Hej sokoły!
Gdzieś tam z nad tej czarnej wody
Wsiada na koń ułan młody
Czule żegna się z dziewczyną
Jeszcze czulej z Ukrainą
ref. : Hej, hej, hej sokoły
Omijajcie góry, lasy, doły
Dzwoń, dzwoń, dzwoń dzwoneczku
Mój stepowy
Dzwoń, dzwoń, dzwoń
Żal, żal za dziewczyną
Za zieloną Ukrainą
Żal, żal serce płacze
Już Cię nigdy nie zobaczę
Hey falcons!
Somewhere from beneath that black water
A young uhlan* mounts his horse
He tenderly bids farewell to his girl
Even more tenderly to the Ukraine
refrain: Hey, hey, hey falcons
Pass the mountains, forests, pits
Ring, ring, ring my little bell
In the steppe
Ring, ring, ring
I miss, I miss my girl
I miss, I miss the green Ukraine
I am sorry the heart is weeping
I'll never see you again
ref.:...
refrain…
Ona, ona tam została
Jaskółeczka moja, moja mała
Na zielonej Ukrainie
Przy kochanej mej dziewczynie
She, she remained there
My little swallow, my baby
In the green Ukraine
At my beloved girl's place
ref.:...
Wina, wina, wina, wina dajcie
A jak umrę pochowajcie
Na zielonej Ukrainie
Przy kochanej mej dziewczynie
refrain…
Wine, wine, wine, wine – give it to me
And when I die bury me
In the green Ukraine
At my beloved girl's place
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may
be made of the information contained therein.
13
Dances
transnational meetings
Dances, like songs, played another important part at every transnational meeting.
The procedure was similar to introducing songs:
• each national group presents their dance to the others
• then, other participants are asked to join in and learn the basic steps
• when the steps are known to everybody, dancing can begin
Choice of dances:
• folk dances
• national dances (e.g.polonez)
• dances illustrating a story (e.g. :Siała baba mak, nie wiedziała jak….” It’s a Polish folk
song about a woman sowing poppy seeds, but she did not know how to do it properly.
The man knew, but would not tell her!)
Observation:
• For some national groups (especially the participants who were almost beginners in
English) dancing was a great way to express and present their national spirit and
character.
• It was interesting to see how dancing was more important in some countries
compared to others.
814
Slovak folk dances
Spanish dances
Turkish national dances
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may
be made of the information contained therein.
E-penpal scheme
In order to motivate our participants in learning English and to establish more personal
contacts, we started an e-penapal scheme from the very beginning of the project.
Our learners filled in a special questionnaire form which were then sent to our Welsh partners whose task was to find an appropriate penpal.
The highlight of such correspondence was the possibility of a meeting during one of the
transnational visits.
The e-penpal scheme enabled the English learning students to have an on-going correspondence with a native English speaker together with the opportunity to practice their computer/IT skills be communicating via email.
The e-penpal relationships that were developed were very much cemented when participants had the opportunity to meet each other in person during transnational visits. The
relationships will continue outside of the project timeframe and visits between e-penpals
have already taken place outside of the project.
The meeting of pen-pals in Wales
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may
be made of the information contained therein.
15
Grundtvig lunch
cultural learning
In our project we developed and continued the idea of a “Grundtvig Lunch” which was introduced to us at the contact seminar in Brussels where the coordinators from each of the organizations met for the first time.
At every transnational meeting we asked our participants to bring samples of typical food
and drink from their country. This practice proved not only to be a great social and cultural
activity, but also a very good language exercise.
Here are some tips how to organize such an activity before a transnational meeting:
• Firstly a teacher discusses with his/her group of students what kind of products they
would like to take to a meeting.
• Once the list is made, a teacher introduces these words in English (writes them on the
board).
• Then each student chooses one item from the list and prepares a description of it in
English (in writing)
• “the descriptions” are then corrected by a teacher
• Next there is a class presentation - each student presents his/her product to the
whole group.
• The teacher can also ask students to read aloud the definitions of products and the
other people in class have to guess what product is being described.
816
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may
be made of the information contained therein.
Exchanging small gifts cultural learning
This is a great activity for the first meeting of participants at each transnational meeting and
can be used as an “ice breaker” exercise.
Method:
• Each person brings a small gift from his/her country.
• A teacher asks all students to stand up and find a person from another country.
• Students exchange small gifts in pairs and talk for a while about themselves, family,
home etc.
• Next all the students stand in a circle and introduce his/her person to the rest of the
group tell the group what the have learned about the person and show the group
the gift which they received.
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may
be made of the information contained therein.
17
Home visits
cultural learning
This idea was introduced by our Turkish partner during our transnational meeting in Turkey.
This involved students from visiting countries to see the domestic customs, traditions, way of
life as well as taste the national food and drink prepared by their hosts. All of the participants found it very enjoyable and interesting to experience another’s domestic home life.
This is how it works:
• The coordinator divides guests into small groups ( of 4-5) people in each group.
• Each group is assigned to one host from a hosting country who invites them to lunch
at his home.
• Foreign guests have a chance to meet his/her family, taste local homemade food.
• Enables visitors to get to know local customs and traditions.
818
Home visit in Turkey
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may
be made of the information contained therein.
Guided tour through your city
cultural learning
Showing your own city to foreign visitors is a very good opportunity for learning a new language; expressions, phrases, vocabulary as well as for practicing the language of giving
directions.
The preparation should be done before the transnational visit:
• The teacher discusses with his group which sights of the city are the most important
ones and which ones they would like to show to their foreign visitors.
• Each student chooses one sight and gathers information about it
• Students write their descriptions of particular sights, monuments etc.
• Students then practice telling visitors about the sights in front of the rest of the class.
• When the foreign guests arrive the students take them for a guided tour of their city.
Guiding through Gdansk
A trip to Malbork
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may
be made of the information contained therein.
19
Tounge-twisters
language activities
In any educational project like this one, learning about foreign languages can be fun when
tongue-twisters and quizzes are introduced;
This activity is a competition and works in the following way:
• All national groups prepare a list of a few tongue-twisters in their native language
and translate them into English.
• During a transnational meeting a representative of each group presents their tonguetwisters to all other groups.
• Participants get cards with tongue-twisters in a given language ( + the English
translation).
• Students choose one and learn it by heart.
• Then a competition is organized.
• A representative or a volunteer of each group says aloud a tongue-twister which he
has learned in a foreign language.
• The audience votes for who they think was the best.
• The person who repeated it best is the winner and gets a prize from the organizers.
Turkish tongue-twisters
Bu yoğurdu sarımsaklasakta mı saklasak, sarımsaklamasakta mı
saklasak?
(Shall we hide this yoghurt with garlic or without garlic?)
Kartal kalkar dal sarkar, dal sarkar kartal kalkar.
(Eagle rises branch hangs, branch hangs eagle rises.)
Welsh Tongue Twisters
Peter Piper picked a peck of pickled peppers.
A peck of pickled peppers Peter Piper picked.
If Peter Piper picked a peck of pickled peppers
Where’s the peck of pickled peppers Peter Piper picked?
How much pot, could a pot roast roast, if a pot roast could roast pot.
Llanfairpwllgwyngyllgogerychgwyrndrobwllllandysiliogogogoch
(Longest village name in Britain)
Slovak tounge twisters
Koleso, koleso, okolesilo si sa. Železo, železo, oželezilo si sa.
(Wheel, wheel, it is wheeled. Iron, iron, it is ironed)
820
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may
be made of the information contained therein.
Tristotridsaťtri strieborných prepelíc preletelo cez tristotridsaťtri strieborných striech.
(Three hundred thirty three silver sparrows flew over three hundred thirty three silver roofs)
Pes spí, psi spia
(A dog sleeps, dogs sleep)
Strč prst skrz krk.
(Push a finger through the throat.)
Tak ty takto tatko
(So it's so, daddy)
Guľôčka v jamôčke
(A little ball in a little hole)
Spanish tounge twisters
Tres tristes tigres comen trigo en un trigal
(Three sad tigers eat wheat in a wheat field)
Polish tounge twisters
W czasie suszy suchą szosą Sasza szedł.
During the drought Sasza was walking along a dry road.
Król Karol kupił królowej Karolinie korale koloru koralowego.
King Charles bought a coral necklace for Queen Caroline
Tata, czy tata czyta cytaty Tacyta?
Dad, do you read Tacit's quotations?
W Szczebrzeszynie chrząszcz brzmi w trzcinie, i Szczebrzeszyn z tego słynie.
In Szczebrzeszyn ( it's a name of a town) a beetle is humming in the reeds and
Szczebrzeszyn is famous for it.
Cóż, że ze Szwecji?
Well, so what that it is from Sweden?
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may
be made of the information contained therein.
21
Quizes
language activities
Quizzes can be about one’s town, country, customs, holidays, traditions, monuments,
national heroes, artists etc.
Participants from each country prepare their quiz. Then the quizzes are handed out to
different national groups. Each national group solves the quiz. Then a coordinator reads out
the correct answers. Prizes are given for the most correct answers.
Questions for the quiz from Turkish participants.
How much do you know about Turkey?
1- What colour is Turkish flag?
a) red and green
b) red and white
c) red and blue
2- What is the capital city of Turkey?
a) İstanbul
b) Izmir
c) Ankara
3- Who is the Nobel-prized writer in Turkey?
a) Rıfat Ilgaz
b) Orhan Pamuk
c) Aziz Nesin
4- Which food is popular in Turkey?
a) doner
b) macaroni
c) rice
5- What is the traditional sport of Turkey?
a) skiing
b) doing karate
c) wrestling
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answers: 1b, 2c, 3b, 4a, 5c
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may
be made of the information contained therein.
Questions for the quiz from Polish participants.
1 - 1st November is a particular day in Poland. What is the name of that day in English?
a) Easter
b) Halloween
c) All Saints’ Day
2 - How long does Christmas holiday last in Polish families?
a) One day
b) Two days
c) Three days
3 - Lech Walesa is
a) a priest
b) a communist
c) a Solidarity leader
4 - Karol Wojtyla was born in:
a) Kraków
b) Wadowice
c) Warszawa
5 - What do guests usually do during Polterabend before Polish wedding?
a) break chairs
b) break glass bottles and jars
c) break their necks ;-)
6 - Kupala Night is a :
a) A Christian celebration
b) A Pagan celebration
c) A Protestant Celebration
answers: 1c, 2c, 3c, 4b, 5b, 6b
7 - What does TriCity stand for?
…………………………………………
8 - Give the names of 3 games usually played by Polish participants when they were young.
…………………………………………
9 - Give the names of 3 Polish famous people.
…………………………………………
10 - Give the names of 3 monuments in Sopot which you remember.
…………………………………………
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may
be made of the information contained therein.
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Questions for the quiz from Spanish participants.
1 - Xmas carols in Spain are called:
a) Soleares
b) Villancicos
c) Nochebuena
2 - Typical dish on the 6th of January:
a) Roscón
b) Paella
c) Mazapán
3 - The modern part of Valencia has been built by the architect:
a) Gaudí
b) Calatrava
c) Picasso
4 - Albufera, near Valencia is :
a) a lake
b) a river
c) a sea
5 - What does LA MONA DE PASCUA mean:
a) a monkey
b) a girl
c) a tipical cake
6 - During Easter children play with
a) a ball
b) dolls
c) kites
7 - Fallas is a Valencian festival that takes place in
a) Easter
b) Mars
c) December
8 - 9th October is the Valencian Community Day and men offer women:
a) flower
b) A book
c) La mocaorà
9 - Picasso painted:
a) Las Meninas
b)El Guernica
c) Las Fallas
10 - Joaquin Sorolla is:
a) a writer
b) a painter
c) a singer
answers: 1b, 2a, 3b, 4a, 5c, 6c, 7b, 8c, 9b, 10a
824
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may
be made of the information contained therein.
11 - Spanish people kiss:
a) Once
b) Twice
c) Don’t kiss
12 - Sambori is
a) A typical children’s game
b) A book
c) A city
Questions for the quiz from Welsh participants.
1 - What do we call the cakes traditionally eaten on Good Friday?
a) Cup Cakes
b) Welsh Cakes
c) Hot Cross Buns
2 - What are traditionally exchanged at Easter?
a) Chocolate Easter Eggs
b) Chocolate Coins
c) Chocolate Fountains
3 - What do we call the small pieces of pretty coloured paper that are thrown over the Bride
and Groom following their wedding ceremony:
a) Confetti
b) Coffee
c) Cow Pat
4 - What is the general phrase used when shaking hands and meeting someone for the first
time?
a) Waz up
b) Hi
c) I am pleased to meet you
5 - How would one address a member of the British Royal Family on first meeting?
a) Sir or Ma’am
b) Waz up
c) Your Royal Highness
6 - Which famous Welsh person is married to Michael Douglas?
a) Jemima Nicholas
b) Dylan Thomas
c) Catherine Zeta Jones
answers: 1c, 2a, 3,a, 4c, 5c, 6c, 7b
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may
be made of the information contained therein.
25
7 - Which famous Welsh person was responsible for establishing the National Health Service
after being appointed Minister for Health:
a) Dylan Thomas
b) Aneurin Bevan
c) Dr William Price
Questions for the quiz from Slovak participants.
1 - Slovakia joined the EU in year :
a) 2002
b) 2004
c) 2008
2 - The name of the highest hill in Slovakia is Gerlach :
a) 3 255 metres high
b) 1 865 metres high
c) 2 655 metres high
3 - How many cultural properties in the UNESCO’s World Heritage List does Slovakia have?
a) 4
b) 2
c) 8
4 - The Slovakian capital Bratislava is located on the longest river in the European Union :
a) Elbe
b) Rhine
c) Danube
5 - What is slovak spirit drink "slivovica" made of?
a) plums
b) pears
c) cherries
answers quiz 1: 1b, 2c, 3c, 4c, 5a
Slovak quiz 2
1 - What is traditional Slovak Christmas soup?
a) Cabbage Soup
b) Vegetable Soup
c) Fish Soup
2 - What is protection of every evil?
a) salt and bred
b) garlic and onion
c) cucumber
826
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may
be made of the information contained therein.
3 - How many inhabitents has Bratislava?
a) 384 000
b) 452 000
c) 655 000
4 - The name Bratislava is the official name from:
a) april of 1948
b) june of 1808
c) march of 1919
5 - What is a typical Easter Monday custom in Slovakia?
a) water pouring
b) water drinking
c) honey eating
6 - What does mean “kraslice”?
a) Easter eggs
b) Easter flags
c) Easter foods
7 - Has Slovakia name day too ?
a) No
b) Yes
8 - Who was Ondrej Nepela?
a) dancing
b) skeeing
c) Figure skating
9 - What is The basic Slovak formal greeting when meeting someone ?
a) fun day
b) good day
c) with pleasure
answers quiz 2: 1c, 2b, 3b, 4c, 5a, 6a, 7b, 8c, 9b
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may
be made of the information contained therein.
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