The preparation for the interview was a collaborative effort. As a class, the students brainstormed and selected a series of questions in both English and Greek. They worked together to decide what they were most curious to learn about an author’s life, inspirations, and writing process. Once the questions were finalised, each child was assigned a specific question to ask during the interview.

The students asked thoughtful questions such as: When did you start writing books?, What is your favourite book?, Would you suggest that teenagers write books?, and Why do you like books? In Greek, they explored topics including how the author decided to become a writer, what inspired the first book, whether books can change the way people think, and how reading influences creativity in young people today.

The interview gave students valuable insights into the journey of becoming an author. They learned that writing requires imagination, dedication, and patience, but it can also be a source of great joy and personal fulfilment. The discussion highlighted the importance of reading as a way to discover new ideas, develop empathy, and expand one’s understanding of the world.

The students conducted the interview with confidence and enthusiasm, taking turns to ask their questions and carefully listening to the answers. The entire conversation was recorded, creating a lasting memory of this meaningful learning experience.

Through this activity, our young learners practised communication skills in both English and Greek, worked collaboratively as a team, and gained a deeper appreciation for books. Τhey, also,  discovered that authors are not distant figures found only on book covers—they are creative people whose ideas, experiences, and passion for reading can inspire us all.

You can listen to the interview https://open.spotify.com/episode/0QH3aQoIckNbZi7zYtIZ6k?si=1oOfFYBfQtG_scLgzHS41Q 

Students were invited to choose a book from either the school’s foreign-language library or their own home collection and transform their reading experience into a creative project. The aim of the programme was not only to promote reading in English but also to help students develop creativity, critical thinking, communication skills, and confidence in expressing their ideas.

The project offered a wide range of activities so that every student could approach literature according to their own interests and talents. Participants could create posters, illustrations, quizzes and games, design alternative book covers, write letters to authors, produce podcasts or book trailers, develop story maps or character profiles, and even imagine alternative endings to the stories they read. Students could also write book reviews, articles, interviews, or comic strips inspired by the books.

Each project included essential information about the chosen book, such as the title, the author, the main characters, a short plot summary, and a photo of the book cover. In this way, students not only demonstrated their understanding of the text but also learnt to present information in a clear and organised manner.

The project Books Come to Life! has given students the opportunity to connect personally with literature. Instead of viewing reading simply as a classroom obligation, students were encouraged to become active readers who interpret, evaluate, and creatively respond to what they read. Through this process, books become a source of inspiration, imagination, and artistic expression.

By combining language learning with art, technology, and personal expression, Books Come to Life! has transformed reading into an engaging and meaningful experience.

The students’ works are displayed at the following link 

Students were invited to choose a book either from the school’s foreign-language library or from their own home collection and transform their reading experience into a creative project. The aim of the programme was not only to promote reading in English but also to help students develop creativity, critical thinking, communication skills, and confidence in expressing their ideas.

The project offered a wide range of activities so that every student could approach literature according to their own interests and talents. Participants could create posters, illustrations, quizzes and games, design alternative book covers, write letters to authors, produce podcasts or book trailers, develop story maps or character profiles, and even imagine alternative endings to the stories they read. Students could also write book reviews, articles, interviews, or comic strips inspired by the books.

Each project included essential information about the chosen book, such as the title, the author, the main characters, a short plot summary, and a photo of the book cover. In this way, students not only demonstrated their understanding of the text but also learnt to present information in a clear and organized manner.

What makes Books Come to Life! particularly valuable is the opportunity it gave students to connect personally with literature. Instead of viewing reading simply as a classroom obligation, students were encouraged to become active readers who interpret, evaluate, and creatively respond to what they read. Through this process, books become a source of inspiration, imagination, and artistic expression.

The project has already generated considerable enthusiasm among students, who have approached the activities with originality and dedication. Their work reflects both their linguistic progress and their ability to think creatively and independently.

By combining language learning with art, technology, and personal expression, Books Come to Life! transforms reading into an engaging and meaningful experience. It is a celebration of books, creativity, and the joy of learning.

The students’ works are displayed in the following link .

Within this context, a mini project was designed and implemented for all 75 students of the first grade. Each student selected and read a graded reader appropriate to their level. Throughout the reading process, they were encouraged to keep notes, focusing on key elements such as plot, characters, and vocabulary. This approach aimed not only to support reading comprehension but also to cultivate critical thinking and personal reflection.

The project culminated in a creative task: students were invited to design their own book covers inspired by the stories they had read. This activity allowed them to express their understanding visually and imaginatively, combining language learning with artistic creativity. The results were particularly impressive. The vast majority of students approached the task with notable enthusiasm and dedication, producing thoughtful and visually engaging work.

The student-created book covers were displayed on the walls of their classrooms, transforming the learning environment into a vibrant exhibition of their efforts. This public display served both as recognition of their work and as an additional source of motivation, fostering a sense of pride and accomplishment.

Overall, the project has demonstrated the effectiveness of integrating reading with creative expression. It has encouraged students to engage more deeply with English texts while also promoting collaboration, imagination, and confidence.

Students’ works are accessible here.

The initiative was undertaken with the aim of enriching our library with accessible and engaging English-language resources. Following our outreach to various publishing houses, Junior High School of Zacharo received a generous selection of graded readers covering a range of proficiency levels. These new acquisitions were complemented by existing materials, including dictionaries and classic novels, thus forming a well-rounded and pedagogically valuable collection.

In addition to printed resources, the English Corner has been enhanced with carefully selected realia and 3D-printed models of well-known landmarks from the United Kingdom and the United States. These elements contribute to a more immersive learning environment, allowing students to engage with the cultural dimensions of the language.

The organization of the space was carried out systematically, with materials categorized according to level and theme to facilitate ease of access and encourage independent learning. The result is a welcoming and functional area that supports both guided and self-directed educational activities.

Our English Corner represents a meaningful step towards the promotion of language learning within our school community. It is our hope that this initiative will continue to support students’ linguistic development and inspire a lasting interest in English language and culture. 

After completing a series of activities related to the theme of education, the 3rd Grade students worked collaboratively to present their ideas about the ideal school. Working in small groups, they expressed their views through posters, videos, presentations, and articles.

In their projects, students focused on key aspects of school life, such as school facilities, teachers, subjects, and other elements they consider essential for an inspiring and effective learning environment. Their work reflects thoughtful discussion, creativity, and active engagement with the concept of education.

You can see the projects by clicking on the following link .

In this interview, the 3rd Grade students of Zacharo Junior High School meet a Greek teacher who works in the United Kingdom and shares valuable insights from his personal and professional journey.

Through his answers, he reflects on his experiences as a student in Greece, his decision to pursue a teaching career abroad, and the similarities and differences between the Greek and British educational systems. The interview highlights key aspects of education today, such as teaching methods, student behaviour, professional challenges, and the role of schools in shaping responsible and motivated learners.

This discussion encourages students to think critically about education, career choices, and the opportunities that learning can offer in an increasingly globalised world.

You can read the interview here.

As part of the “Education” thematic unit, the 3rd Grade students had the opportunity to interview the headmistress of our school, Ms Stamatopoulou.  Through thoughtful questions, they explored important issues related to school life, such as the educational system, school infrastructure, students’ needs, and the future of education.

In this interview, the headmistress shares her views on teaching, leadership, and the challenges and responsibilities of her role, offering students valuable insights and food for thought about education today.

In the following link you can read the whole interview.

As part of the “Education” unit in their English coursebook, the 3rd Grade students prepared questions for the English Language Advisor, Ms Sofia Kouzouli. Working collaboratively, they shaped their ideas and actively participated in the organisation of the meeting.

Ms Kouzouli kindly accepted our invitation and visited our school on Wednesday, 17/12/2025. The discussion quickly developed into an open and engaging interview, encouraging students to reflect further on education and its role today.

This is our podcast .

Podcast_2

The interview was conducted in the Greek language so that all students can participate, and it is going to be used as a mediation activity.

Is Finland different than Greece?

The 3rd Graders had the opportunity to learn about how the Finnish educational system is organised. They discussed its main principles and compared it with the Greek educational system by sharing their views on an electronic notice board.

In the following PDF, you can explore their work.

https://schoolpress.sch.gr/englishvibeszacharo/files/2026/02/Greece-Finland.pdf