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The English We Speak is your chance to catch up on the very latest English words and phrases. In under 3 minutes, we help you stay ahead of the pack by giving you 'must have' phrases that you can use in your everyday conversation. Amaze your friends, impress your teachers and delight your parents with these fantastic words and phrases.

Let us know how you get on using them on Twitter and Facebook.

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BBC Learning English - The English We Speak

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The English We Speak is your chance to catch up on the very latest English words and phrases. In under 3 minutes, we help you stay ahead of the pack by giving you 'must have' phrases that you can use in your everyday conversation.

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This well-known ESL game is great speaking practice for adults. The teacher tells the class that a particular crime has been committed. For fun, make it locally specific. For example:

“Last Friday night, sometime between ___ and ___, someone broke into the ____ Bank on ____ Street.”

Depending on the size of your class, pick several students as “Suspects.” The “Police” can work in groups of 2-4, and you need one Suspect for each police group. So, for example, in a class of 20 you could choose 4 Suspects and then have 4 groups of 4 Police for questioning.

Tell the class: “___, ___, ___ and ___ were seen near the scene of the crime, and the police would like to question them.”

The Suspects go outside or to another room to prepare their story. They need to decide all of the details about where they were during the time of the crime. For example: If they were at a restaurant, what did they eat? What did it cost? Who arrived first?

1. The Police spend some time preparing their questions.

2. The Suspects are called back in and go individually to each police group. They’re questioned for a few minutes, and then each one moves on to the next group.

3. The Police decide whether their answers match enough for them to have a reasonable Alibi. (Maybe up to 5 mistakes is reasonable.)

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This useful activity requires students to use all four language skills—reading, writing, listening, and speaking—and if carefully planned and well-controlled can cause both great excitement and exceptional learning.

Pair students up. Choose who will run and who will write. (At a later stage they could swap tasks.)

Print out some short texts (related to what you’re studying) and stick them on a wall away from the desks. You should stick them somewhere out of sight from where the students sit, such as out in the corridor.

There could be several numbered texts, and the students could be asked to collect two or three each. The texts could include blanks which they need to fill later, or they could be asked to put them in order. There are many possibilities here!

The running students run (or power-walk) to their assigned texts, read, remember as much as they can and then return to dictate the text to the writing student. Then they run again. The first pair to finish writing the complete, correct texts wins.

Be careful that you do not:

Let students use their phone cameras to “remember” the text.

Let “running” students write—they can spell words out and tell their partner when they’re wrong.

Let “writing” students go and look at the text (or let “running” students bring it to them).

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Match the french resume with the english article.

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Mobilising older people to help older people - Finland

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Mobilising older people to help older people - Finland

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Additional tools

While the longevity of the general population is increasing, the percentage of older people (defined in the project as over 55 years) in Europe's northern periphery is higher compared to central and urban regions. Providing services for the elderly in rural areas is more challenging and a lack of healthcare and social support can lead to exclusion and hardship.

Alternative support for older citizens

In the O4O project, (Older people for Older people), which concluded in 2010, staff from partner regions across the Northern Periphery - Finland, Greenland, Northern Ireland, Scotland and Sweden - have worked closely with rural communities to research and develop alternative ways of providing support and services for their older citizens. In particular, they have sought to fill the gaps in service provision that would help statutory providers to keep older people living in their homes and communities with the many benefits it offers.

A major challenge of rural service provision is the high cost of travel in remote areas and finding and keeping the skilled staff required such as nurses and social carers. O4O has been a response to the emerging policy idea that people in communities should become increasingly involved in providing their own basic services, which could supplement or replace the services that statutory providers do not or cannot provide to improve quality of life for older people.

Creating sustainable services

Working with groups of older people in rural communities, O4O has employed their skills, experience and knowledge to identify priorities for support services and activities. O4O set out to involve older people as they better know their own needs and are a huge source of energy, skills and knowledge.

Over the three years of the project, the potential benefits of involving older people in setting up and running an O4O initiative have been demonstrated. Measures have included a community transport scheme, community-managed centres for older people, help and friendship schemes, a luncheon club for older people using local produce from older people's gardens, volunteering to support older people, and history and culture projects.

O4O has worked to ensure the sustainability of the services created to give them every chance of continuing. Handbooks and guidance documents have been produced, and capacity built to support repeat services in the future and to enable other communities to undertake similar services. The knowledge gained has been used to produce a toolkit to help other communities develop O4O initiatives.

A series of policy briefings have been produced as part of the O4O project. These cover the practicalities of social enterprise creation within communities; the influence of culture and policy context on social enterprise creation; the future for older people's service delivery; and specific policy objectives for each of the O4O partner countries' national and regional governments. These policy briefings are available on the O4O website (www.O4Os.eu).

Total and EU funding

The project "O4O - Older People for Older People" has a total eligible budget of EUR 2 125 530 with the EU's European Regional Development Fund contributing EUR 1 183 997 for the 2007 to 2013 programming period.

Draft date

Videos

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regiostars finalists - european projects awards

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Mobilising older people to help older people-Projects

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Additional tools While the longevity of the general population is increasing, the percentage of older people (defined in the project as over 55 years) in Europe's northern periphery is higher compared to central and urban regions. Providing services for the elderly in rural areas is more challenging and a lack of healthcare and social support can lead to exclusion and hardship.

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Giving disabled children a real chance in life - Bulgaria

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Giving disabled children a real chance in life - Bulgaria

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Additional tools

" This innovative project provides a new community service to support the 'deinstitutionalisation' and reintegration process of disadvantaged children. The project expands the range and improves the quality of social services for vulnerable groups. It brings a crucial added-value to achieving the overall objectives of Cohesion Policy in reducing economic, social and territorial imbalances, and improving the living standards of citizens in EU Member States and regions. "

Dimitar Nikolov, Mayor of Burgas

The centres have been built in different districts of Burgas and each one caters for 14 children who are supported by specially trained staff. The modern design has given special thought to the needs of young people who have previously been looked after in institutional care homes. The goal has been to develop a setting that can substitute for a family home environment.

Specialised facilities

Each centre provides the children with a bedroom (either for one or two people), which can be transformed easily to suit the needs of different age groups - from babies to adolescents. Bathrooms are fully equipped with specialised furniture and accessories including mounted lifts, wheelchairs and tactile paving.

The kitchens and dining areas in the centres have been designed to allow the children to participate in cooking and meal preparation. In addition, quiet 'game zones' provide space for residents to relax and to take part in group work. As much care has been taken with the outside space, with courtyards offering different areas for games and entertainment, aromatherapy sessions and physical therapy.

Modern and innovative support

While improving the region's capacity to look after disabled youngsters, the project aims to deliver support measures which are modern, innovative and developed in accordance with best practices. The key objective is to provide the right conditions and surroundings so that the residents can make progress in their physical and intellectual development. The project, which attracted more than EUR 1.4 million from the ESF, actively encourages parents to get more involved in their children's development.

The aim is to build skills for independent living and ensure that residents can move into adulthood with confidence and live fruitful lives. Taking the children away from more traditional institutional care also helps to address their social isolation by bringing them closer to the local communities in which they now live. In fact, the centres have been built in densely populated residential areas in order to encourage interaction between service users and local people.

Building partnerships to deliver services to the young residents has been central to the project's success. To that end, the municipality of Burgas has established excellent working relationships with NGOs and professional bodies that provide social services to disadvantaged people.

The project, which has created 104 temporary and 62 permanent jobs, will be sustained in the future through state funding. More generally, the project marks the start of a process to deinstitutionalise care for disabled youngsters across the region.

Total investment and EU funding

Total investment for the project "Burgas' Family-type Centres" is EUR 1 702 321, of which the EU's European Regional Development Fund is contributing EUR 1 446 973 from the Operational Programme "Regional Development" for the 2007 to 2013 programming period.

Draft date

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regiostars finalists - european projects awards

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Giving disabled children a real chance in life-Projects

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Children and young people with disabilities living in the city of Burgas, Bulgaria are getting the chance to live better lives thanks to a project which has built five state-of-the-art residential centres. As well as being great places to live, the new buildings offer a range of social and care services to support the development and integration of 70 youngsters who have a variety of needs.

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Young students get a taste of entrepreneurship with “Boost Your Talent” - Belgium

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Young students get a taste of entrepreneurship with “Boost Your Talent” - Belgium

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"Boost Your Talent" workshops encourage self-confidence and a spirit of enterprise among Brussels youth, laying the groundwork for their productive participation in the labour market.

Additional tools

" With this project, we aim to raise awareness of entrepreneurial values among Brussels youth, and to show them that starting a business or becoming self-employed is still an option today. We hope to develop their taste for entrepreneurship by helping them to appreciate their own strengths and, why not, by encouraging their desire to opt for a career in business. "

Virginie Losson, "Boost Your Talent", Project Manager at impulse.brussels

Since its launch in late 2008, Boost Your Talent has trained over 800 teachers and youth monitors, and has provided a unique learning experience for more than 13 000 youngsters in Brussels' canal area - the Brussels regional government's "Priority Intervention Zone", where urban decline and other socioeconomic challenges call for an innovative approach.

The region's agency for enterprise, "impulse.brussels", coordinates the project with four local training institutes: ICHEC PME, Groupe One, Les Jeunes Entreprises, and UNIZO. They work with primary and secondary schools, technical (high school) institutes and extracurricular or after-school programmes to reach thousands of kids each year, offering age-appropriate in-class learning modules, one-day workshops, and meetings with young entrepreneurs from the neighbourhood who share their success stories with the students.

Local role models

"Have you ever gone bankrupt?" asks a high-school student during a session that is filmed and posted on Boost Your Talent's Facebook page. "Never," responds the businessman, "But I have participated in projects that didn't work out, and you can learn a lot from that type of experience as well." The kids are receiving a heady, empowering message: "You can do this too, if you work hard and keep at it. You can develop your talent, whatever it is, and leverage it for success."

Another programme offered by Boost Your Talent, "J'entreprends@School" ("I am enterprising at School"), shows secondary and high school students the delicate balance between social, environmental, and economic concerns. Set up as an interactive game where students participate as virtual consumers, producers, traders and shop owners, role-play allows them to grasp the basics of running a sustainable, socially responsible business. Participants reflect on their life goals, and are encouraged to take initiatives and to trust in their own ability to get things done.

Total investment and EU funding

Total investment for "Boost Your Talent" was EUR 1 744 191, of which the EU's European Regional Development Fund contributed EUR 390 784 from the "Brussels Capital Region" Operational Programme, for the 2007 to 2013 programming period.

Draft date

12/12/2014

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Young students get a taste of entrepreneurship with "Boost Your Talent"-Projects

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"Boost Your Talent" workshops encourage self-confidence and a spirit of enterprise among Brussels youth, laying the groundwork for their productive participation in the labour market. Additional tools " With this project, we aim to raise awareness of entrepreneurial values among Brussels youth, and to show them that starting a business or becoming self-employed is still an option today.

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The project "Strengthening Computer Skills in Rural Regions II (MTO2)" aims to improve knowledge and skills in the use of basic and professional software and hardware on farms. It also facilitates networking between farmers (co-operation) through the establishment of a regional community network of farms, and the development of a model for computer training for farmers.

Additional tools

The project was developed in recognition of the growing importance of the computer as a tool in farming. As farmers IT skills improve, it is generally found that they save money by reducing running costs on their farm and their capacity to communicate improves dramatically.
Most of the farms in the project area are involved in dairying and since Finland joined the EU the average farm size has steadily increased. In many cases, what were traditionally family farms have now become business farms.

The project involved the development of a training programme, which consists of: a basic module (17 days) in the autumn; a choice of optional courses (8 days) during the spring; and on-site advisory services (24 h). The training covers the basics of word processing, spreadsheets, e-mail and Internet. There are also professional software courses (optional) in banking, book keeping, animal registry, etc.

The project also includes the preparation of tailored development plans and visits to special events, such as an agricultural IT fair. At the end of the basic module participants sit the Computer Driving License exam.

The overall target for the project is to deliver a total of 13 600 student training days and to reach a participation rate of 2400 farms in the regional community network

Midway through the project the following results were recorded:

* 247 farms were participating in the training
* 619 farms were active members of the regional community network
* 26 on-site advisors had given peer instruction amounting to 4400 hours
* 241 development plans had been drawn up
* 102 Computer Driving Licenses had been awarded

It was noted however that due to ongoing improvements and modification in IT that continuous training is needed.

The unique aspects of this project include the fact that the training is provided near the participating farms (local village or town), it is based on peer instruction, and there is ongoing communication in a regional community network.

Draft date

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telecommunications and the information society

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The project "Strengthening Computer Skills in Rural Regions II (MTO2)" aims to improve knowledge and skills in the use of basic and professional software and hardware on farms. It also facilitates networking between farmers (co-operation) through the establishment of a regional community network of farms, and the development of a model for computer training for farmers.

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Diversity4Kids teaches Austrian and Italian students cultural diversity in a playful way - Italy, Austrian

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Diversity4Kids teaches Austrian and Italian students cultural diversity in a playful way - Italy, Austrian

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The Diversity4Kids school project developed and used theatre, role-play, biographical methods and storytelling in order to promote social inclusion and a respectful and tolerant way of living together.

Additional tools

" We received a lot of positive feedback from students and teachers and we increased the number of workshops twice. The children participated in an enthusiastic way and proved that our approach to learn diversity through play can be fun and a successful method. "

Armin Brugger, Project leader

Over the course of the project, 100 interventions in schools in Austria and Italy reached over 1 800 students, imparting knowledge and openness regarding intercultural dialogue and diversity. The newly developed educational material was collected in a Diversity4Kids set and 500 of these boxes were distributed to schools, libraries and youth centres to sensitize children between the ages of 8 and 14 on the topics of exclusion and diversity.

With these two-hour long activities, the project aimed to improve the daily life in schools and prevent mobbing, discrimination and xenophobia. At the same time, the project targeted teachers in order to strengthen their competence in handling intercultural conflicts. As a result, the quality of life of different groups inside and outside of school is increased.

Learning by playing

Playing is an integral part of children's emotional, cognitive and social development and stimulates both thinking and feeling. It is therefore particularly well suited to lead children with different backgrounds to open up and empathise among themselves in an easy way.

The Diversity4Kids project has developed new educational material for teachers including improvisational theatre, a biography workshop, a method of creative writing and a number of short warm up exercises for groups. The project also featured a storytelling competition. The 11 most original "Stories of Diversity" were chosen by a jury and then translated into Italian and German, printed and recorded and distributed as part of the Diversity4Kids set.

Intercultural dialogue as a way towards social and economic success

Today's world is becoming increasingly globalised, and the presence of people with different cultural backgrounds is already a fact in many regions. Diversity4Kids sees a positive way of living and learning together, based on non-discrimination and tolerance, as the basis of a prosperous social, economic, and cultural development. By transmitting these values to participating children, it aims at helping them lead a successful life in a diverse, modern society.

Total investment and EU funding

Total investment for the project "Diversity4Kids: Learning intercultural dialogue and diversity at school through playful, interactive, and narrative methods" is EUR 320 881 with the EU's European Regional Development Fund (ERDF) contributing EUR 202 155 through the "Italy-Austria" Operational Programme for the 2007-2013 programming period.

Draft date

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Diversity4Kids teaches Austrian and Italian students cultural diversity in a playful way-Projects

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The Diversity4Kids school project developed and used theatre, role-play, biographical methods and storytelling in order to promote social inclusion and a respectful and tolerant way of living together. Additional tools " We received a lot of positive feedback from students and teachers and we increased the number of workshops twice.

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EVEIL-3D: Learning foreign languages through immersive virtual reality games - France, Germany, Switzerland

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EVEIL-3D: Learning foreign languages through immersive virtual reality games - France, Germany, Switzerland

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A pilot project in the Upper Rhine region uses modern 3D and ICT technology to create "serious games", which make learning a foreign language both more fun and more efficient.

Additional tools

The main goal of the project is the creation of a virtual reality game for language students. Based on the results of research in the fields of language learning and neurophysiology, according to which continuous practice between two persons is the most efficient way of learning a language, the game creates situations of contextual communication with a highly realistic feel. As a result, language students will benefit from a new way of learning a language at school. At the same time, the project aims at sensitizing teachers to the virtual reality technology in order to enable them to incorporate them into their lessons as a new method of teaching.

Learning a language by exploring Strasbourg Cathedral

A so-called "serious game" is the main output of the project. Language learners can explore the 400-year long building history of Strasbourg Cathedral. Music and sounds are used to create a realistic feeling of immersion, and users can move around freely, talk, and interact in the virtual world thanks to state-of-the-art motion capture and speech recognition.

In addition to the game, research about Strasbourg Cathedral can form part of the language lesson. Afterwards, students can visit and discover the cathedral, adding a "real-life" edge to the virtual experience.

Preparing a new way of learning languages

The project is organised in four stages. The first part consisted in the adaptation of the necessary technologies, and the development of pedagogical scenarios for the virtual reality game. In a second stage, researchers presented the game in pilot classes and studied the game's learning effect as well as pupil's reactions to the technology.

In order to achieve a sustainable and durable benefit, the third part of the project deals with identifying infrastructure and equipment requirements of schools wishing to use the 3D learning environment. Finally, scientific cooperation between researchers in technology, linguistic, and education science constitutes the fourth angle of work. Presentations of project outputs at specialist conferences as well as the organisation of a project symposium will ensure the continued development and research on this new take on language learning at school.

The Project generated 3 new jobs during its implementation phase.
"Finally, language is becoming tangible - using speech recognition, motion capture, and object manipulation, this game goes beyond traditional classroom dialogues. With EVEIL-3D, we are really coming one step closer towards the so-called holistic learning, which includes academic, extracurricular, and virtual learning environments."
Prof. Dr. Gérald Schlemminger, Scientific coordinator

Total investment and EU funding

Total investment for the project "EVEIL-3D" is EUR 1 618 016 with the EU's European Regional Development Fund (ERDF) contributing EUR 809 008 through the "INTERREG IV Upper Rhine" Operational Programme for the 2007-2013 programming period.

Draft date

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EVEIL-3D: Learning foreign languages through immersive virtual reality games-Projects

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A pilot project in the Upper Rhine region uses modern 3D and ICT technology to create "serious games", which make learning a foreign language both more fun and more efficient. Additional tools The main goal of the project is the creation of a virtual reality game for language students.

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9h50 - 12h30 (break included)

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Video Maker | Make Videos and Animations Online | Powtoon

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Powtoon gives you everything you need to easily make professional videos and presentations that your clients, colleagues, and friends will love! No design or tech skills are necessary - it's free, easy, and awesome!

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Looking for free graphic design software? Easily create professional designs with VistaCreate, a free design tool with powerful features and 100K+ ready-made templates

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Canva is a free-to-use online graphic design tool. Use it to create social media posts, presentations, posters, videos, logos and more.

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Add quizzes, polls, and surveys to your embedded videos

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WordArt.com is an AI-powered word cloud generator that enables you to create amazing and unique word clouds with ease.

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Create Stunning Word Clouds in Seconds | WordArt.com

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WordArt.com is an online word cloud generator that enables you to create amazing and unique word clouds with ease

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9h00 - 9h40

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René Maltête, was born in 1930, the eight of may in Lamballe. He died the 28th of november in 2000 at La Ferté-Villeneuil. René Maltête is a professionnal photographer who took unusual and humoristic pictures. He also wrote poems,

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Ceci est un court album des images de mon père, René Maltête. Cela ne représente qu'une toute petite partie des milliers d'images qu'il a faites durant sa vie (1930-2000). Sa biographie est disponible sur wikipedia : http://fr.wikipedia.org/wiki/Ren%C3%A9_Malt%C3%AAte. Pour une utilisation commerciale de ces photos, veuillez contacter l'agence Gamma-Rapho : www.gamma.fr.

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Go from the A point to the B point. Be careful, there are some traps !

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Go from the A point to the B point. Be careful, there are some traps !

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Encouraging women to explore science and technology fields - Austria, Hungary

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Encouraging women to explore science and technology fields - Austria, Hungary

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The FEMCOOP project aimed to inspire young women and girls to go into the natural science and technical fields in order to counteract the shortage of skilled workers in the region, and to boost confidence and skills among women.

Additional tools

" Talent is neither male nor female - but often young girls do not know about their technical skills and have little information about technical occupations. "

Claudia Krobath, IRS Project Coordinator

There is an increasing shortage of skilled workers in the technical industries in Austria and Hungary, and therefore a need for young people to find interest in these professions. The project showed women the wide range of technical occupations available.

While learning about different technical fields, girls met with female professionals from the metal and electrical industry regarded as role models, who coached them in a variety of workshops and helped provide a new perspective on science occupations. In addition, a brochure and manual were developed showcasing the different types of science jobs available in the market, while a social media outreach programme was launched. Job fairs were held throughout the programme, culminating in a final event which gathered political representatives and social partners.

Mentoring students

The programme gave practical information to 150 young females, including first-hand experience with different industries through role models and workshops. Fifteen partnerships with schools and companies were established to facilitate these experiences. Overall, the prejudice against technical professions was reduced, according to a survey of interest of participants. Through mentoring opportunities, students were able to make stronger career choices, identify new career opportunities, and meet potential employers in the region.

Through the programme, 'women's equality in the economy' and 'women in technical and scientific professions' were themes promoted among the general public, as well as politicians.

Total investment and EU funding

Total investment for the Project "FEMCOOP - Improving Female Cooperation in technical professions to ensure equal opportunities" is EUR 318 050, of which the EU's European Regional Development Fund is contributing EUR 269 493 from the Operational Programme "Cross-border Cooperation Programme Austria - Hungary" for the 2007 to 2013 programming period.

Draft date

01/02/2016

Videos

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Encouraging women to explore science and technology fields -Projects

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The FEMCOOP project aimed to inspire young women and girls to go into the natural science and technical fields in order to counteract the shortage of skilled workers in the region, and to boost confidence and skills among women.

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Show me your mood : which picture is representative to your mood today
Feel free to use the vocabulary mood
Explain what you see in the picture