SUBJECT: English

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: 29. 5. 2008.
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: Going West ( )
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(COMPREHENSION CHECK AND ADDITIONAL EXERCISES)

1. Answer the following questions:

1) Why did the farmers families from the East go to California?

2) What did the author compare the cars of the migrant people with?
3) Why did the families huddle together?
4) What did the families do in the evening around the fire?
5) What duties did each member of the family have?
2. Circle the correct answer:
a) In "The Grapes of Wrath" John Steinbeck wrote about
1. the British climate
2. the Indians
3. the farmers families on their way to California
b) He compared the migrant cars to bugs because
1. they hoped to find better living conditions
2. they clustered together not to be lonely and afraid
3. it was very warm
c) In the evening a strange thing happened:
1. many families became one family sitting about the fires
2. they fell asleep right away
3. they didnt know what to do
d) For entertainment, they would
1. sing songs and played the guitar
2. pluck up flowers near the rivers
3. watch the stars in the sky
e) Each member of the family
1. had to fight with the Indians
2. took care of the cattle
3. had his duty around the tent; children to gather wood and carry water, men to put up the tents,
women to cook the dinner

4. Match the words with their definitions:

a) sorrow 1. a person who moves from one place to another
b) cluster 2. a passage from text
c) migrant 3. deep sadness
d) extract 4. come together
e) defeat 5. anger
f) wrath 6. win a victory over somebody

*** (Additional exercises)

5. Write at least two sentences about what you have learned about the American Past

6. Retell the lesson (spoken exercise)

: 8'


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GOING WEST
1. extract - n. = piece, abstract, passage, part ()
2. wrath - n. = anger, rage (, )
3. vivid - n. = picturesque, lively, fascinating ()
4. sorrow - n. = sadness, unhappiness, misery () # happiness, joy ()
5. crawl - v. = creep, pull along, trail (, , )
6. cluster - v. = come together, collect ( )
7. huddle - v. = crowd, gather, collect ( )
8. tune - n. = melody, song ()
9. hum - v. = sing, murmur ()
10. tent - n. =
11. pitch - v. = put up, raise ()

, 29. 05. 2008. , .

............................................
SUBJECT: English
SCHOOL: Civil Engineering Technical High School
GRADE: Second
DATE: May 29, 2008
TEACHER: Ana Todorovi

LESSON: Going West

CLASS NUMBER: 62nd
CLASS TYPE: Work on new vocabulary
WORK TYPE: Frontal (individual in the final part)
APPROACH: Eclectic (Communicative Approach, Audio-Lingual Method, Suggestopedia,
Direct Method)
MEANS AND MATERIAL: Computer, projector, blackboard, textbook, notebook, pencil,
handouts;
OBJECTIVES: Presentation and practice of new lexical items, their comprehension and use;
EDUCATIONAL OBJECTIVE:
Introduction to the history of America;
Introduction to the settlement of the West part of America in the middle of the nineteenth
century;
PEDAGOGICAL OBJECTIVE:
developing and stimulating value judgement
initiating critical reasoning, stirring individualism and communion through historical facts
fostering and developing cosmopolitan attitude
stirring and stimulating human solidarity and love for other people
fostering responsibility and mature problem solving

FUNCTIONAL OBJECTIVE:
new vocabulary and lexical items
developing communication skills
CLASSROOM: the English language cabinet
LITERATURE: English Textbook for 2nd Grade Secondary School K. Kovacevic, Lj. Matic,
Longman Dictionary of Contemporary English, Oxford Thesaurus of English, (2005), Oxford

University Press, Encarta Encyclopedia Deluxe 2006, Microsoft Corporation, Redmond

THE INTRODUCTION OF NOVELTY: The use of multimedia presentation for the work on the
new material; subject correlation: English, History, Geography
The Presentation "Going West" consists of 20 slides.

THE COURSE OF THE CLASS

THE INTRODUCTORY PART OF THE CLASS (7')

NOTE:
In this part of the class the teacher invites the pupils to a journey into the past and in the very
beginning the teacher plays the video clip "Columbus sighting land". While the clip is being
played, the pupils comment on what they are watching and the teacher encourages them to guess
the topic of the lesson. The video clip is about the discovery of America and it is not
synchronised.
Questions:
6. What do you notice?
7. Have you had a chance to watch the film earlier?
8. What is this short video clip about?
9. Who is the main character?
10. What is he famous for?
Expected answers:
The pupils are supposed to draw the following conclusions while the video clip is being played:
The film is about Christopher Columbus
The discovery of America is related to him
The topic of the class is connected with America
THE MAIN PART OF THE CLASS: 25'
NOTE:
The teacher acquaints the pupils with the intended unit. The teacher starts the presentation with
the introductory slide which displays the title of the topic.
Questions :
3. Who was Christopher Columbus?
4. When was America discovered?

Expected answers:
3. The great Spanish explorer, Christopher Columbus, discovered America.
4. North America was discovered in 1492.
The discussion of the next nine slides will be based on the following theses:
The introduction to Christopher Columbus
The year 1607 and the beginning of the Westward movement
The American dream
The New World
The way of travel
The reasons for going West
The Indians
The difficulties and impediments

During this part of the class the pupils should presumably draw the following conclusions and
assumptions:

o People commenced settling America for numerous reasons: aspiration for a better life, cheap
land, religious freedom and freedom of choice.
o The new settlers decided to begin going West in search of a richer land, better jobs and a
chance to start a brand new life.
o The settlement of the West started in the middle of the nineteenth century.
o The Pioneers were the first people to start the westward movement. Before leaving their homes
they had saved money for the trip, sold their land and other possessions, or agreed to work for
others on the trip.
o The Pioneers travelled to the fronteer for many different reasons.
o All of them craved for a new life.
o Most were farmers.
o They went to Oregon, Texas, and other areas of the frontier for the inexpensive or even
possibly free land.
o They hoped for rich, fertile land for their crops.
o Others began the journey to the frontier because they had heard magical stories that made the
new lands sound like heaven on earth.
o Some went to the frontier in order to prospect for gold, some to hunt and trade.
o Travel in a covered wagon.
o The caravan of covered wagons would only travel ten to fifteen miles a day on average.
o The journey was difficult and complicated.

Following the course of the class, the pupils get acquainted with John Steinbeck, one of the bestknown and most widely read American writers of the 20th century. (slides 11 13)
Proceeding with the topic, the pupils are familiarized with the hardships of the journey and the
obstacles the new settlers encountered day after day (slides 14 19).
NOTE:
During the presentation, the teacher emphasizes, explains and repeats the unknown words
occasionally. The pupils do not write down the new vocabulary randomly on account of time
economy. Instead, the new words are being followed by the pupils on the card of unknown
words given at the beginning of this part of the class.
The key words (slide 20)
Exercise:
The teacher asks the pupils to open their books and reads the lesson aloud, explaining the
unfamiliar words again; The pupils are distributed handouts with exercises.

(Comprehension check and additional exercises)

CLOSING: 8'

The key to the exercise

Pupils questions
Homework (the summary of the lesson)

(ALTERNATIVE)
On condition that the media used in the class (computer, projector) are not functional for any
reason, the class will be realised in the following way:
Work type: frontal
Approach: dialogue monologue, text method, direct method, communicative approach;
Means and material: blackboard, marker, book, pictures, map mind, handouts;
(Educational and functional objectives are identical as the abovementioned (page 1))
The introduction of novelty is left out.

THE INTRODUCTORY PART OF THE CLASS: the film about Columbus is replaced with
adequate pictures; the rest of the introductory part of the class is unaltered.
THE MAIN PART OF THE CLASS AND THE CLOSING: the content of this part of the class
is identical to the abovementioned, apart from the fact that the teacher uses the mind map and the
blackboard for the main theses instead of the slides. The teacher mostly uses the dialogue
monologue method in order to achieve the aforementioned goals. The picture copies used for this
educational unit are demonstrated with the purpose of making the class more remarkable, as well
as developing and stimulating visual memory.
BLACKBOARD:
GOING WEST
12. extract - n. = piece, abstract, passage, part ()
13. wrath - n. = anger, rage (, )
14. vivid - n. = picturesque, lively, fascinating ()
15. sorrow - n. = sadness, unhappiness, misery () # happiness, joy ()
16. crawl - v. = creep, pull along, trail (, , )
17. cluster - v. = come together, collect ( )
18. huddle - v. = crowd, gather, collect ( )
19. tune - n. = melody, song ()
20. hum - v. = sing, murmur ()
21. tent - n. =
22. pitch - v. = put up, raise ()

May 29, 2008 in Belgrade Ana Todorovi, teacher

_________________
"Be yourself no matter what they say!"

:
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Intermediate John and Liz Soars, Oxford University Press, 2007; Longman Dictionary of
Contemporary English; Oxford Thesaurus of English, (2005), Oxford University Press; Encarta
Encyclopedia Deluxe 2006, Microsoft Corporation;
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(COMPREHENSION CHECK AND ADDITIONAL EXERCISES)

EXERCISE:
1) Connect the synonyms:
1. greeting responsibility
2. manners well-mannered
3. take off salutation
4. polite etiquette
5. impolite remove
6. duty rude
2) Are the sentence polite (P) or impolite (I)?
1. Can I help you, madam?
2. What do you want?
3. Type in your PIN number.
4. Would you be able to type in your pin number?
5. Can I have a non-smoking seat?
6. I want a non-smoking seat.
7. Is it possible for me to take my bike on the train with me?
8. I'm going to take my bike.
9. Take out your card.
10. Can you remove your card, sir?

11. Would you like to pay in cash or by card?

12. Give me your money.
13. I would like a return ticket to London, please.
14. I want a return ticket to London.
15. What?
16. Sorry, would you mine repeating that, please?
17. Please, take a seat.
18. Sit down over there.
19. Open the window.
20. Would you mind opening the window, please?
Additional exercises:
3) Complete the sentences in your words:
1. I dont like when somebody ____________________________________.
2. I think it is impolite when somebody _____________________________.
3. When a friend gives you a present, you should say: _________________.
4. If your parents are angry with you, you should _____________________.
5. If you dont understand what somebody is saying, you will ask:
___________________________________________________________?
6. How will you ask somebody politely to open the window?
______________________________________________________________
7. When people meet for the first time in Serbia, they _________________.
8. When you visit someone for the first time, you should _______________.
4) Write 5 sentences that you have remembered from the lesson:

..

 : 9'


( )

:
A World Guide to Good Manners How Not to Behave Badly Abroad
1. cheek n. = the soft part of the face ()
2. guide n. =instructions (, )
3. manners n. =etiquette (, )
4. behave n. = conduct yourself ( )
5. behavior n. = conduct ()
6. embarrassing adj. = uncomfortable, humiliating ()
7. polite adj. = well-mannered (, ) # impolite = rude ()
8. self-confidence n. = self-assurance ()
9. long-lasting adj. = lifelong, continuing ()
10. stance n. = posture (, )
11. greeting n. = salutation ()
12. firmly adv. = strongly ()
13. bow v. /bau/ = ( )
14. slightly adv. = a little ()
15. avoid v. = evade ()
16. reveal v. = show ()
17. sleeve n. = covering for arm ()
18. take off v. = remove ()
19. reverse n. = opposite ()
20. duty n. = responsibility, obligation ()

, 22. 12. 2008. , .

............................................

SUBJECT: English
SCHOOL: Civil Engineering Technical High School
GRADE: Second
DATE: December 22, 2008
TEACHER: Ana Todorovi
LESSON: A World Guide to Good Manners
CLASS NUMBER: 30th
CLASS TYPE: Work on new vocabulary
WORK TYPE: Frontal, mixed (work in groups in the final part)
APPROACH: Eclectic (Communicative Approach, Audio-Lingual Method, Suggestopedia,
Direct Method)
MEANS AND MATERIAL: Computer, projector, whiteboard, textbook, notebook, pencil,
handouts;
OBJECTIVES: Presentation and practice of new lexical items, their comprehension and use;
EDUCATIONAL OBJECTIVE:
Introduction to the ways of behavior in different countries all over the world;
Introduction to certain rules in business interactions;
New vocabulary and lexical items;
Further use of modals to express obligation and permission;
Developing communication skills in English;
PEDAGOGICAL OBJECTIVE:
developing and stimulating value judgement;
initiating critical reasoning, as well as socially acceptable and unacceptable behavior;
fostering and developing cosmopolitan attitude;

 stirring and stimulating cooperation and mutual respect;

fostering individualism, responsibility and mature conduct;
fostering thinking about future business interactions.
CLASSROOM: the English language classrom;
LITERATURE: The Third Edition, New Headway Intermediate John and Liz Soars, Oxford
University Press, 2007; Longman Dictionary of Contemporary English; Oxford Thesaurus of
English, (2005), Oxford University Press, Encarta Encyclopedia Deluxe 2006, Microsoft
Corporation, Redmond;
INNOVATIONS: The use of multimedia presentation for the work on the new material;
The Presentation "A World Guide to Good Manners" consists of 20 slides.
ACCORDANCE WITH THE CURRICULUM: The topic is in accordance with the curriculum;
the lesson is the second of the Unit Doing the Right Thing, the first part of which dealt with the
use of modal verbs for the purpose of communicating politely in English.

THE COURSE OF THE CLASS

THE INTRODUCTORY PART OF THE CLASS (6')
NOTE:
The first two slides are being showed to the pupils and are intended to gradually introduce them
to the topic. By demonstrating the first slide, the teacher invites the students to answer as true or
false the questions correlated with social relations in Serbia. The pupils are expected to make
comments about the given sentences. The second slide is a brief grammatical exercise which
demands that the pupils make nationalities, that is, adjectives from the given nouns which they
will come across in the lesson.
THE MAIN PART OF THE CLASS: 30'
The teacher starts the presentation with slide 3 which displays the title of the topic.
NOTE:
The slide order has intentionally been planned, aiming to display the topic itself by the 3rd slide ,
and making use of the first two as a psychological warm-up and the attraction of the pupils
attention. .
Question from the third and fourth slide:
1. Why learn good manners?

2. Why are good manners important?

Expected answers:
1. Good manners make life pleasant for us all.
2. Everyone likes to socialise with a well-behaved and polite person, and stays away from rude
and impolite people.
3. Well-mannered people make good impressions and have more self-confidence.
The discussion of the next 15 slides will be based on the following theses:
How the first impressions are made;
Different ways of conduct in different parts of the world;
Ways of greeting in different countries;
Dress code in certain countries;
Distinctive customs in some countries;
Manners in business world.
During this part of the class the pupils should presumably draw the following conclusions and
assumptions:
o Being polite is right; good manners can be learned, and some countries have their own ways of
conduct;
o The first impressions are made within just a few seconds, but the impression is long-lasting
our stance, eye contact and clothes reveal a lot about us as individuals;
o The Americans, Canadians and Europeans shake hands and look directly in the eyes when
introducing each other;
o Asian people bow and do not look the other person in the eyes during the introduction, which
is a sign of respect;
o Muslim women have a characteristic dress code;
o In Japan, China, Thailand, Korea and Iran, shoes should be taken off before entering
someones house or a restaurant;
o In European countries people can do business as they eat, in Asian countries doing business
over lunch should be avoided;
o In most countries, the most important thing is to exchange business cards when meeting
business people;
o Business cards should include the name of the company and the position held;
o In Japan, socialising with colleagues from work is considered a business duty and invitations
must not be refused.
The 18th slide invites the pupils to revise the information they have been introduced to so far and
to answer the questions concerned with the understanding of certain ways of conduct.
NOTE:
During the presentation, the teacher emphasizes, explains and repeats the unknown words
occasionally. The pupils do not write down the new vocabulary randomly on account of time

economy. Instead, the new words are being followed by the pupils on the card of unknown
words given at the beginning of this part of the class. The last slide invites the pupils to open
their books and practise reading the lesson.
Exercise:
The pupils are distributed handouts with exercises.
(Comprehension check and additional exercises)
CLOSING: 9'
The key to the exercise
Pupils questions
Homework (exercise 2, page 36)

December 22, 2008 in Belgrade Ana Todorovi, teacher

............................................
_________________
"Be yourself no matter what they say!"
A.
Privatni casovi engleskog:
http://www.tt-group.net/Skola_engleskog/Engleski_jezik.htm
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Ana80

Joined: 05 Apr 2008

Posts: 92
Posted: Mon Jan 26, 2009 4:32 pm Post subject: KOMENTAR
Postavila sam svoju pripremu za cas, kako bi kolege profesori engleskog jezika mogli da je
iskoriste kao sablon za svoje pripreme, moze da skrati vreme i bude korisno.
Pedagogu se izuzetno dopala priprema, pohvalila je sve njene delove, a inace nam je pedagog
izuzetan profesionalac i nedavno nam je drzala predavanje kako se pisu kvalitetne pripreme za
cas.
Ukoliko imate druge pripreme, a znam da svako moze da doprinese svojom kreativnoscu i
radom, neka postavi na sajt, kako bi ljudi koji treba da polazu za licencu nasli mnoge odgovore
za pitanja koja ih muce.
Ja, konkretno, nisam jos polagala, ali sam se prijavila u maju prosle godine.
Treba da polazem pedagogiju, a najbitnije stvari koje me muce sam nasla na drugom forumu, ali
cu ih ovde ubaciti, da ima sto vise informacija o tome na vise mesta na netu:
"Drage kolege,
Ja sam dipl.ecc i polagala sam I deo ispita za licencu 13 decembra. Onaj ko kaze da je laganica,
nije u pravu.
Moja grupa, nas 24 polagalo je u 14h. Profesorica iz pedagogije je Marina iz Nisa. Uci se iz
knjige autora Trnavac i Djordjevic. Neko ce reci da akcenat stavlja na prvi deo, neko na drugi ali
ona pita oba.Ja cu vam reci pitanja kolega koja su bila samnom u kancelariji. Ulazi se po troje,
ona vam izdiktira 2 pitanja, napravite koncept za 2-3 minuta i odgovarate.
Jedan kandidat je imao sl.pitanja:1. Nastavnik kao licnost 2. Monoloska metoda.
Drugi kandiddat je imao:1.Savremene teorije shvatanja u izboru nastavnih sadrzaja 2.
Ponavljanje i vezbanje.

Ja sam imala;1. Mogucnosti i granice vaspitanja 2.Struktura vaspitno -obrazovnih aktivnosti

osnovne i srednje skole.
Imali su ljudi i metode grupnog rada, tradicionalne teorije shvatanja u izboru nastavnih sadrzaja
itd.
Sve u svemu mora da se zna i nije dovoljna jedna-dve recenice.
Pedagogiju je tog popodneva pala jedna devojka ali pre podne je palo njih 5-6 kandidata jer su
izgleda ucili iz knjige Milke Oljace.
Psihologiju je ispitivao prof.Lajos Genc sa Filozofskog fakulteta iz N.Sada.Covek je divan.Ne
morate da strebate, to iscitajte. Lajosu mozete poslati mail (ima ga na sajtu faxa) i pitati da li je
on u tom roku kada polazete .Svakako ce vam odgovoriti.Ja bas oduzih, ali sam imala iste dileme
i frku i znam kako je.Mene ceka II deo ispita.
U Ministarstvu su nam tada rekli da pozive za II deo ispita ocekujemo pocetkom marta.
16 decembra dosta ljudi je polagalo II deo ispita:cas u I ekonomskoj i svi su prosli. Komentari su
da djaci nisu nesto za saradnju, ali sta je tu je.
Potom se polaze:Zakon o osnovama sistema obrazovanja, Konvencija o pravima deteta,
Pravilnik o ocenjivanju
i pedagoske situacije (vuku se 2-3 ).
Tako da ljudi, koji ste polagali 16, javite se i podelite sa nama to "slatko" iskustvo.
Toliko od mene
...........................
Milka Oljaca predaje na filozofskom fakultetu u N.Sadu. Udjite na sajt i posaljite joj poruku na
njen mail da li ce ona biti na ispitu 27.12. Meni je odgovorila da vise nije u komisiji tako da
nisam ucila Self koncept i razvoj. U Ministarstvu vam i nece reci ko je na ispitu,mozete zvati i
100 puta dnevno. "
_________________
"Be yourself no matter what they say!"
A.