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Priprema Casa
Priprema Casa
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: 29. 5. 2008.
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Longman Dictionary of Contemporary English, Oxford Thesaurus of English, (2005), Oxford
University Press, Encarta Encyclopedia Deluxe 2006, Microsoft Corporation, Redmond
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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 ()
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.
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.
(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 ()
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: A World Guide to Good Manners (
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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 ()
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;
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)
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Ana80
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.