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To be up-to-date with what is going on, visit our website: www.iatefl .si 1
IATEFL Slovenia NewsletterSUMMER ISSUE 2011, no. 51
Poročili o tekmovanjih za OŠ in SŠ
Odzivi na konferenco
Uporabni nasveti o Powerpoint predstavitvah
Igre s konference v učilnico
IATEFL Slovenia NewsletterSUMMER ISSUE 2011, no. 51
To be up-to-date with what is going on, visit our website: www.iatefl .si2
Po
seb
no
ug
od
ni
po
go
ji za te
km
ov
alce
drža
vn
eg
a te
km
ov
an
ja
iz an
gle
ške
ga
jezik
a.
To be up-to-date with what is going on, visit our website: www.iatefl .si 3
IATEFL Slovenia newsletter
Vol. 13, No 51, Summer issue 2011
Published by:
IATEFL Slovenia,
p.p. 1677, 1001 Ljubljana
Email: info@iatefl .edus.si
www.iatefl .si
tel: 041 907065
IN editor: Dolores Malić
President: Jasna Cepuder Sedmak
Email: jasna.sedmak@iatefl .si
Language editor: Tanja Nadu
Printed by: Bograf d.o.o.
Graphics: Petra Turk
Articles, letters and other
contributions should be addressed to
IATEFL, p.p. 1677, 1001 Ljubljana
Email: info@iatefl .edus.si
IATEFL Slovenia Board Members:
Jasna Cepuder Sedmak
Sandra Vida
Marša Meznarič
Eva Pišljar Suhadolc
Beti Kerin
Jasna Džambić
Tjaša Lemut Novak
Lea Sobočan
Andreja Lakner
Dolores Malić
ISSN 1855-6833
Contents
IATEFL Slovenia, Topolšica 2011 - Kaj pravijo udeleženci letošnje konference? .............................................................................................................. 4
Games evening at the Topolšica conference by Andreja Lakner ............................................................................................................................................. 7
Pasti in slasti Powerpointa by Lea Sobočan .......................................................................................................................................................................................... 11
Mnenja tekmovalcev ............................................................................................................................................................................................................................................ 12
Mnenja mentorjev ................................................................................................................................................................................................................................................. 16
Tekmovanje iz angleščine za dijake drugih in tretjih letnikov by Beti Kerin ....................................................................................................................... 18
Tekmovanje iz angleščine za osnovnošolce by Tjaša Lemut Novak ..................................................................................................................................... 19
Dobitniki priznanj .................................................................................................................................................................................................................................................. 20
Osnovnošolski spisi ............................................................................................................................................................................................................................................... 24
Spisi srednješolcev ................................................................................................................................................................................................................................................. 26
Interview with James Hampson, British Council Slovenia by Jasna Cepuder Sedmak ................................................................................................ 28
Jezikovni center Mint ........................................................................................................................................................................................................................................... 31
3To be up-to-date with what is going on, visit our website: www.iatefl .si
Editorial
S prihodom pomladi vsi na novo zadi-
hamo in se (raz)veselimo življenja. Prav
je, da se ozremo in postavimo pod dro-
bnogled tisto, kar smo v tem šolskem
letu doživeli, dosegli, se naučili ... Prav je,
da nas pohvalijo za dosežke in trud, prav
je tudi, da se skupaj veselimo in hitimo
novim zmagam naproti, zato je ta izdaja
biltena Slovenskega društva učiteljev
angleškega jezika posvečena pohvalam
mnogim. Vsem tistim učencem in dija-
kom, ki so v tem šolskem letu sodelova-
li, se trudili in nenazadnje pokazali iz-
redno znanje; njihovim staršem, brez katerih prav gotovo ne gre; in seveda tudi
vsem njihovim mentorjem, ki se vsakodnevno trudimo zanje, čeprav včasih ob
obilici dela in skrbeh pozabimo, zakaj smo si izbrali to pot. A taki trenutki nas
potrjujejo v prepričanju, da je še vedno mogoče biti učitelj in hkrati oseba, ki ob
marsičem obdajajočem oblikuje te mlade ume.
V društvu smo se zelo potrudili, da so bile vse aktivnosti, ki smo jih med letom
organizirali, prijazne do vseh udeležencev, in upamo, da bomo tudi v priho-
dnje ostali institucija, vredna zastopanja vseh učiteljev angleškega jezika in ki
ji bo čast in veselje pripadati.
Upam, da bo ta bilten več kot le še en časopis in da ga boste z veseljem in
ponosom shranili ter pokazali tudi sodelavcem, dijakom, staršem in drugim.
Naj postane dokazni material, ki kaže na to, da je odličnost mogoča in da je tu,
med nami.
Sandra Vida, podpredsednica IATEFL Slovenia
To be up-to-date with what is going on, visit our website: www.iatefl .si4
IATEFL Slovenia, Topolšica 2011Kaj pravijo udeleženci letošnje konference?
Some of the plenaries and workshops were really inspiring. Irena
Topolšica spa is a perfect place where you can get new ideas for class and recharge batteries physically and mentally. Renata
Relaxing atmosphere, but learning and sharing experiences at the same time - fantastic combination! Janja
It really is for the mind and the soul - interesting plenaries, workshops, plus it provides a space to meet old and new friends, to share ideas, not to mention the evening programmes :-) Petra
KEEPgood networking opportunitiesrelaxing atmosphereincredible wellness + treat packagesfl exible organisers
Predavanja so bila zelo kvalitetna – nov veter je zavel s poudarkom na pedagogiki, tj. posredovanju znanja oz. osredotočanju na odnos dijak – učitelj.
PASS ON A CHALLENGE• Miserable hotel staff (hopelessly infl exible waiters)• The relaxation massage course was great...• I would personally prefer more hands-on
workshops with materials to take home.• I loved Lindsay’s talk in Global English – very innovative!• My own time slot was not good, though.• The choice of talks/workshops was great!• Very relaxing atmosphere, good presenters,
lots of ideas that can be used in the classrooms.• Venue – just amazing!• I hope to come back next year.• Keep up the good work.
„Energetični“ predavatelji so tudi zelo prijetna osvežitev.
Po nekaj letih »pavze« letos prvič v Topolšici. Mislim, da je konferenca zadostila mojim pričakovanjem. Zanimive teme in pohvala kolegicam. (Pa da nam bo vodstvo šole lahko omogočilo prihode še naprej.) LP, Katja Černe, OŠ Renče
To be up-to-date with what is going on, visit our website: www.iatefl .si 55To be up-to-date with what is going on, visit our website: www.iatefl .si
Več o prihodnji konferenci
pa v jesenski številki IN-a.
V celoti gledano dobro organizirano, s celodnevnimi delavnicami, kjer je vsakdo lahko našel kaj zase. Prijetni in zabavni večeri s srečelovom – pohvala za izvedbo! Keep up the good work! Ester Satmari, OŠ Divača
Leni Dam me je opomnila, da moram dijakom dati več možnosti pri soodločanju o svojem učenju, pri tem, kako se bodo učili.
Pohvalila bi organizatorja, ambient, predavatelje. Dobila sem nekaj konkretnih idej za delo v razredu, predvsem od „English in Action“.
Spodbudilo me je, da bom ponovno poskusila vnesti v svoje delo več avtonomije dijakov („project work, group work, choice“). Največja graja je namenjena »plenarcu« Blended Learning.
Zanimiva izmenjava strokovnih mnenj. Ozavestila sem pomen medpredmetnega povezovanja, kreativnega in kritičnega mišljenja, ogromno praktičnih idej, ki jih lahko takoj „odnesemo“ v razred. Urnik je bil naporen, vsebine zanimive, večeri pestri. Hvala vsem, ki ste se trudili z organizacijo. Odhajam bogatejša in polna novega zagona. M. Oman
I learned that we are supposed to be more and more oriented at leraning how to assist the learner to learn better rather than being preocupied with how we can teach better.
Always include workshops for disabled children, please. Andreja Wastl Petrič
Bilo je čudovito. Ob nabiranju novih spoznanj smo se lahko tudi razvajali. Včasih je bilo težko izbrati med delavnicami. Morda namig za tiste, ki imajo delavnice – včasih je moteče, če se preveč naslanjajo na PP-predstavitve. In hvala vsem za praktične primere.
Želje: Še takih konferenc! Poletna šola za učitelje bi bila dobra poteza.
Na konferenci sem prvič in lahko povem, da bom zagotovo še prišla. Predavanja in delavnice so bile čudovite, najbolj bi pohvalila Tima Herdona in Lindsaya Clandfi elda. Izbira kraja je super, saj se je lepo umakniti iz Ljubljane. HVALA za „super“ vikend!
I’ve enjoyed the conference very much. It gave me the opportunity to actively speak English and I met a lot of new interesting and exciting people – teachers who deal with the same problems as I do in their classrooms. I loved the workshops and I can hardly wait for the new school year to begin and to introduce all the things I learnt here. So, good job boys and girls and I hope to see you next year with the same enthusiasm and positive energy. Maja
Konferenca je bila dobro organizirana, vse je potekalo tekoče. Predavatelji so bili zanimivi, delavnice koristne, nekatere zelo uporabne. Dobili smo veliko idej za svoje delo. Čestitam!
The conference was well organised and there were interesting papers discussed. All in all, no negative comments.
Fotografi je: Jasna Džambić
To be up-to-date with what is going on, visit our website: www.iatefl .si6 To be up-to-date with what is going on, visit our website: www.iatefl .si6
Pridružite se nam naslednje
leto tudi vi! Tema naslednje
konference bo CARE 2 SHARE.
Udeležbo na konferenci lahko
uveljavljate pri točkah za
napredovanje. Samostojni
prispevek na mednarodni
konferenci prinaša 4 točke
za napredovanje. Novost
naslednje leto - Dare to be
Powerpoint-free?
To be up-to-date with what is going on, visit our website: www.iatefl .si 7
This year, on Saturday evening, we organized the Games
Evening. All the games that have been chosen can easily
be used in the primary or secondary classroom as well. Be-
low you will fi nd the instructions and all the things needed
for the games. The materials enclosed can be photocopied
and used for the classroom purposes. We have also added
some of the participant’s works. We hope you and your
students will enjoy the activities!
KABAL
THINGS YOU NEED: None
HOW TO PLAY THE GAME:
1. Divide the students in pairs; they should decide who’s A
and who’s B
2. Start the game with the following story:
Once upon a time, far away in Africa, there lived a tribe called
KABAL. The Kabals lived in a village called Kabal. They were
very friendly and they lived a simple life. They had their own
language, called Kabal. This language was a very simple one,
too. Everybody could learn to speak it, since it had only one
word – kabal. So, if the Kabals wanted to say »Yes.« they would
say »Kabal.« (mime the intonation the appropriate geasture
for yes). And when the Kabals wanted to say »No.« they said,
»Kabal.« (again mime the intonation and add the appropri-
ate gesture for no). Repeat some other expressions like »I love
you. I’m angry. I’m hungry…), so everybody is sure how to be-
have as the Kabals.
One day a Kabal came to London. He couldn’t speak any Eng-
lish; the only language he could speak was Kabal. Now, our
poor Kabal comes to a London hotel (can easily be the Ritz, or
another famous London hotel), and got a room. But unfortu-
nately many things went wrong during his stay at the hotel.
And whenever there was something wrong our Kabal went to
the receptionist and tried to explain what the matter was, so
they would be able to fi x the problem.
3. At this point explain that all the students that have chosen
A are the Kabals, and all the students that have chosen B
are the receptionists.
4. Send As out of the class and give them the fi rst problem
(eg. There’s no hot water in my bath tub.)
5. They return back to the classroom and try to tell the recep-
tionists about the problem.
6. The Kabals can only say the word KABAL, using it along
with diff erent moods and tones. They can also use as many
gestures as they want, but they CANNOT use any paper or
real objects to show what they mean.
7. On the other hand, the receptionists can speak English as
much as they want to. They can ask as many questions as
they want or need to in order to get the same sentence you
told the Kabals outside the classroom.
8. The fi rst pair to solve the problem is the winner and the
rest of the pairs can stop guessing.
9. Now the receptionists and the Kabals swap their roles and
play the game explaining another problem.
I suggest you repeat the game at least three times (so As get
Kabals three times), and you prepare little prizes for the win-
ners (a small chocolate or a sweet, perhaps).
LANGUAGE FOCUS:
• Wh- questions practice
• Yes/No questions practice
• Expressing moods and feelings
SOME SUGGESTIONS FOR KABAL’S PROBLEMS:
• My wife’s going to have a baby – call the ambulance!
• There’s no hot water in my shower.
• Where can I polish my shoes?
• Can I get some water for my monkey?
• The bed is too soft – can I get a board to put it on?
• I ran out of toilet paper – can I get a new roll?
PANTOMYME
HOW TO PLAY THE GAME:
1. Divide the class into groups of 6 – 7 (if your class is not a
very big one, you can divide it into two groups).
2. A representative of each group stands in front of the group
and mimes a word / phrase / sentence.
3. The rest of the group members should try to guess what
the representative is miming. The fi rst group to guess is the
winner.
4. Repeat the procedure several times; you can organize the
miming acts according to how diffi cult they are to mime.
LANGUAGE FOCUS:
• Guessing words
• Guessing phrases and putting the words in the phrases in
the correct order
• Guessing sentences and putting the words in the correct
sentence order
SOME SUGGESTIONS:
• a parking ticket
• a love potion
• a fl ying carpet
• an emergency exit
• a couch potato
Games evening at the Topolšica conferenceby Andreja Lakner
To be up-to-date with what is going on, visit our website: www.iatefl .si 7
To be up-to-date with what is going on, visit our website: www.iatefl .si8 To be up-to-date with what is going on, visit our website: www.iatefl .si8
TEACHER MIA
THINGS YOU NEED:
• a handout with the lyrics of the song (see below)
PREPARATION BEFORE THE CLASS:
• Make enough photocopies for everybody to have one.
(see next page)
HOW TO PLAY THE GAME:
1. Divide students into groups of 4 (fi ve is OK, too).
2. Give the students the text of the song MAMMA MIA (ABBA).
3. Play the song (you will fi nd the song on You-Tube).
4. Now ask the students to write a new song. It should have
the same melody, but diff erent lyrics.
5. Ask pupils to perform their songs and let the others choose
the best (they can vote or give points or…).
6. Mamma Mia is just a suggestion, you can use any other song.
LANGUAGE FOCUS:
• Making new songs
• Finding rhyming words
MAMA MIAI’ve been cheated by you since I don’t know whenSo I made up my mind, it must come to an endLook at me now, will I ever learn?I don’t know how but I suddenly lose controlThere’s a fi re within my soulJust one look and I can hear a bell ringOne more look and I forget everything, o-o-o-oh
Mamma mia, here I go againMy, my, how can I resist you?Mamma mia, does it show again?My, my, just how much I’ve missed youYes, I’ve been broken-heartedBlue since the day we partedWhy, why did I ever let you go?Mamma mia, now I really know,My, my, I could never let you go.
ORIGINAL LYRICS FOR THE SONG:
A JOURNEY AROUND ENGLAND
THINGS YOU NEED:
• Cards with the names of English towns and cities (see below)
• Some paper
• A pen
• Maps of England including all the towns / cities mentioned in the game (see below)
PREPARATION BEFORE THE CLASS:
• Prepare the paper (an A4 sheet per group). On the top of each sheet write one town / city
mentioned on the LEFT – HAND side of the cards.
• Place the cards with the names of the English towns and cities (see below) on the blackboard.
HOW TO PLAY THE GAME:
1. Students work in groups of 4 - 5; they should decide on the leader of the group.
2. The leaders remain sitting at the group’s desks at the back of the class throughout the game;
they are given the paper with the city / town written.
3. The rest of the students decide who’s fi rst, second etc. and stand in a queue next to their leaders.
4. Place the groups at the back of the class, so that each group is equally far away from the cards
on the blackboard.
5. At your sign the fi rst students of each group run to the cards. When they fi nd the town / city you
have written on the piece of paper on the LEFT-HAND side, they see where their way leads (for eg.
LIVERPOOL - LEEDS). They run back to their group and tell it to the leader; s/he writes it down.
6. Now the second students run to the cards on the blackboard to fi nd LEEDS on their left-hand
side. When they fi nd it, they again see the town / city written next to it (MANCHESTER) and run
back to the leader, who writes it down.
7. Repeat until the fi rst group (the winners!) returns back to their initial town / city (in this case
LIVERPOOL).
8. Now hand out the maps of England and ask students to mark their way (or just part of the way).
THE FOCUS:
The game has cultural background, since students get to know England and its towns / cities.
HERE ARE THE CARDS WITH THE CITIES TO PUT ON THE
BLACKBOARD (photocopy and enlarge them):
BELFAST - LIVERPOOL
CARDIFF - PLYMOUTH
YORK - NEWCASTLE
NORWICH - COVENTRY
EDINBURGH - DUNDEE
COVENTRY - BIRMINGHAM
GLASGOW - BELFAST
PLYMOUTH - BRISTOL
CANTERBURY - LONDON
DUNDEE - ABERDEEN
NOTTINGHAM - CARDIFF
BRIGHTON - DOVER
HULL - YORK
CAMBRIDGE - NORWICH
LONDON - OXFORD
PORTSMOUTH - BRIGHTON
NEWCASTLE - EDINBURGH
OXFORD - CAMBRIDGE
LEEDS - MANCHESTER
ABERDEEN - GLASGOW
LIVERPOOL - LEEDS
MANCHESTER - NOTTINGHAMBRISTOL - PORTSMOUTHDOVER - CANTERBURY
BIRMINGHAM - HULL
To be up-to-date with what is going on, visit our website: www.iatefl .si 9
THINGS YOU NEED:
• A handout with the titles of The Beatles’ songs (see below)
PREPARATION BEFORE THE CLASS:
• Make enough photocopies for everybody to have one.
HOW TO PLAY THE GAME:
1. Divide students into groups of 4 (fi ve is OK, too).
2. Give each group a handout with the titles of the Beatles
songs.
3. Ask the students to make dialogues using ONLY the titles of
the songs. If you wish, you can set the topic for the poem
(as we’ve done it at the conference).
4. A very nice idea is to record all of the poems and let students
listen to them.
LANGUAGE FOCUS:
• Using the student’s imagination to create dialogues
• Making simple conversation
To be up-to-date with what is going on, visit our website: www.iatefl .si 9
TEACHER MIA
I’ve been punished by you since i don’t know when
So I made up my mind, it must come to an end
Look at me now, will I ever learn?
I don’t know how but I suddenly lose all hope
There’s knowledge I can’t control
Just one look and I can start trembling
One more look and I forget everything, o-o-o-oh
Teacher mia, here I go again
My, my, how can I avoid you?
Teacher mia, must I show up again?
My, my, I don’t even miss you
Yes, I’ve been very lazy
School books just drive me crazy
Why, why don’t you let me go?
Teacher mia, now you really know,
My, my, my braincells are gonna blow.
Nina, Katarina, Lea
AND THIS IS WHAT OUR GROUPS AT THE CONFERENCE PRODUCED:
I’ve been cheating again at my English exam
Sadly, cheating again at my English exam
Look at me now, I have been expelled!
I don’t know how the teacher always sees me,
There’s anger within my soul
If I’d studied I would have passed the test
One more night and I could learn everything.
Teacher mia, give me one more chance
Please, please, how can you resist me?
Teacher mia, I am ready now.
Please, please, just don’t dismiss me.
Yes, I’ve been broken hearted
Crammed since the day we parted
Why, why did you ever let me pass?
Teacher mia, now I really know
Please, please I will never cheat again.
Davorka, Nenad, Petra, Vera
I’ve been cheating again, last week at the testSo I passed quite an A, so now I can restLook at me now, I’m a graduateWho cares what I’ve done, I’m the mayor’s only sonHe’ll cover up all the mess I’ve doneJust one call and dad will solve everythingJust one hug and he will settle the thingOh, oh, oh
Teacher mia, here we go againMy, my, guess I must have pissed youTeacher mia does it hurt again?My,my, just the way I’ve tricked youYes, you’ve been brokenheartedBlue since the day this startedMy, my will you ever let me go?
Pija, Dragana, Sahide , Marša
I’ve been taught by you since way back when
So I made up my mind it must come to an end
Look at me now, will I ever pass?
I don’t know how but I lost my pen
There’s a block insife of my head
One more try and i’ll be out this school
Just one look and I forgot who you are.
Teacher mia, give me one more chance
No, no how can you deny me?
Teacher mia, will I ever pass?
My my do you really care at all?
Yes I’ve been late and lazy
And even made you crazy
Why why did I ever let you down.
Teacher mia please forgive me now
My my I will make it up to you
Lisa Harsbarger, Susan Vuga,
Robert Urekar and Ester Satmari
AND THIS IS WHAT ONE OF THE GROUPS
AT THE CONFERENCE PRODUCED:
A: Hey Jude!
B: Honey Pie!
A: Good morning, good morning.
B: I want to tell you, from me to you, I feel fi ne.
A: Wait. I should have known better.
I’m down, when I get home, I’m so tired.
B: We can work it out. Like dreamers do.
A: Hold me tight.
B: I wanna hold your hand, Michelle.
A: It’s only love.
A & B: Let it be. I’m in love.
Lindsay, Peter, Janja, Nina
ARE THE BEATLES 2KUL4SKUL?
I’ve been cheating with you since I don’t know whenAnd we’re made our mind this must never end.Don’t look at us now, or we’ll never learnYou don’t know why but we suddenly take controlThere’s a fi re burning in the hallTake a look we can hear the bell ringTurn your back and we’ll know everything
Teacher mia, out you go againMy, my we will not assist youTeacher mia, out you go againMy, my, we won’t really miss youYes, we’ve been cheating harderUntil the day we’re smarter
Why, why, didn’t we ever start befreTeacher mia now you really knowNow, now we will never see you go.
Lindsay, Peter, Janja, Nina S.
To be up-to-date with what is going on, visit our website: www.iatefl .si10 To be up-to-date with what is going on, visit our website: www.iatefl .si10
1. Across The Universe 2. All I’ve Got To Do 3. All My Loving
4. All Together Now 5. All You Need Is Love 6. And I Love Her
7. And Your Bird Can Sing 8. Another Day 9. Another Girl
10. Any Time At All 11. Baby You’re A Rich Man 12. Baby’s In Black
13. Back In The USSR 14. The Ballad Of John And Yoko 15. Because
16. Being For The Benefi t Of Mr Kite 17. Birthday 18. Blackbird
19. Blue Jay Way 20. Can’t Buy My Love 21. Carry That Weight
22. Come Together 23. (The) Continuing Story Of 24. Bungalow Bill
25. Cry Baby Cry 26. Day In My Life 27. Day Tripper
28. Dear Prudence 29. Dig A Pony 30. Don’t Let Me Down
31. Dr Robert 32. Drive My Car 33. Eight Days A Week
34. Eleanor Rigby 35. The End 36. Every Little Thing
37. Everybody’s Got Something To Hide 38. Except Me And My Monkey 39. Fixing A Hole
40. Flying 41. (The) Fool On The Hill 42. For No One
43. From A Window 44. From Me To You 45. Get Back
46. Getting Better 47. Girl 48. Give Peace A Chance
49. Glass Onion 50. Golden Slumbers 51. Good Day Sunshine
52. Good Morning, Good Morning 53. Good Night 54. Goodbye
55. Got To Get You Into My Life 56. Happiness Is A Warm Gun 57. Hard Day’s Night
58. Hello Goodbye 59. Hell Little Girl 60. Help!
61. Helter Skelter 62. Her Majesty 63. Here There And Everywhere
64. Hey Bulldog 65. Hey Jude 66. Hold Me Tight
67. Honey Pie 68. I Am The Walrus 69. I Call Your Name
70. I Don’t Want To See You Again 71. I Don’t Want To Spoil The Party 72. I feel Fine
73. I Need You 74. I Saw Her Standing There 75. I Should Have Known Better
76. I Wanna Be Your Man 77. I Want To Hold Your Hand 78. I Want To Tell You
79. I Want You 80. I Will 81. If I Feel
82. If I Needed Someone 83. I’ll Be Back 84. I’ll Cry Instead
85. I’ll Follow The Sun 86. I’ll Get You 87. I’m A Loser
88. I’m Down 89. I’m Happy Just To Dance With You 90. I’m In Love
91. I’m Looking Through You 92. I’m Only Sleeping 93. I’m So Tired
94. In My Life 95. (The) Inner Light 96. It Won’t Be Long
97. It’s All Too Much 98. It’s For You 99. I’ve Got A Feeling
100. It’s Only Love 101. I’ve Just Seen A Face 102. Julia
103. Lady Madonna 104. Let It Be 105. Like Dreamers Do
106. Little Child 107. Love Of The Loved 108. Love To You
109. Lovely Rita 110. Lucy In The Sky With The Diamonds 111. Magical Mystery Tour
112. Martha My Dear 113. Maxwell’s Silver Hammer 114. Mean Mr Mustard
115. Michelle 116. Misery 117. Mother Nature’s Son
118. (The) Night Before 119. No Reply 120. Nobody I Know
121. Norwegian Wood 122. Not A Second Time 123. Nowhere Man
124. Ob-La-Di Ob-La-Da 125. Oh! Darling 126. One After 909
127. Only A Northern Song 128. Paparback Writer 129. Penny Lane
130. Polythene Pam 131. Power To The People 132. Rain
133. Revolution 134. Rocky Raccoon 135. Run For Your Life
136. Sexy Sadie 137. Sgt. Pepper’s Lonely Hearts Club Band 138. She Came In Through The Bathroom Window
139. She Loves You 140. Ahe Said She Said 141. She’s A Woman
142. She’s Leaving Home 143. Step Inside Love 144. Strawberry Fields Forever
145. Sun King 146. Taxman 147. Tell Me What You See
148. Tell Me Why 149. Thank You Girl 150. There’s A Place
151. Things We Said Today 152. Think For Yourself 153. This Boy
154. Ticket To Ride 155. Tip Of My Tongue 156. Tomorrow Never Knows
157. Two Of Us 158. Wait 159. We Can Work It Out
160. What Goes On 161. What You’re Doing 162. When I Get Home
163. When I’m Sixty Four 164. With A Little Help From My Friends 165. Within You Within You
166. (The) World 167. World Without Love 168. Yellow Submarine
169. Year Blues 170. Yes It Is 171. Yesterday
172. You Can’t Do That 173. You Like Me Too Much 174. You Never Give Me Your Money
175. You Won’t See Me 176. Your Mother Should Know 177. You’re Going To Lose That Girl
178. You’ve Got To Hide Your Love Away
THE BEATLES - TITLES OF THEIR SONGS
To be up-to-date with what is going on, visit our website: www.iatefl .si 11
Pa je prišel ta veseli dan, saj so nam sprejeli predstavitev/
delavnico/govorni nastop na izobraževanju/konferenci/
sprejemu Nobelove nagrade! A vedno se najde kakšen,
ki nam pokvari veselje in vpraša: “Pa Powerpoint? Ga že
imaš pripravljenega?” Beh. Saj Powerpoint je že dober,
samo kaj, ko gre vedno kaj narobe ali pa prepozno ugo-
tovimo, da česa nismo naredili ravno najboljše. Upam,
da vam bo nekaj drobnih nasvetov pomagalo pri pri-
pravi vaše naslednje zahtevane predstavitve.
Pisava
Velikost naj bo več kot 28, da občinstvo ne bo potrebova-
lo daljnogleda za branje vaše projekcije. Premislite tudi o
uporabi gladkih fontov, kot je recimo Arial namesto Times
New Roman. Če ni malih zavojčkov in okraskov, je pisavo
lažje brati od daleč. Vedno imejte v mislih, da ste zvezda
predstavitve vi in ne vaša projekcija, zato naj bo na zaslonu
le malo besedila. Nikar celih povedi na prosojnico!
Barve
Uporabljajte kontrastne barve, svetlo na temnem ozadju in
temne na svetlem ozadju. Poskušajte uporabljati čim manj
barv besedila, saj ta zmede občinstvo. V nasprotnem se
bodo bolj posvečali lepim barvam na steni/platnu kot pa
vaši nadvse zanimivi predstavitvi.
Oznake in alineje
Ko boste govorili o procesu ali zaporednih dogodkih, upo-
rabite številke, ko pa boste predstavljali več idej ali pogle-
dov, uporabite oznake. Ne uporabljajte več kot dveh stilov
oznak, ker bodo sicer zmedle občinstvo. Naši možgani ima-
jo radi red in množica pikic, kvadratkov in diamantkov jih
zmede. Če želite, da občinstvo ne bere besedila vaše proso-
jnice vnaprej, nastavite, da se bodo oznake prikazovale ena
za drugo. To je priročno spravljeno v meniju Animacije, ure-
dite le, da se besedilo prikazuje po odstavkih.
Slike
Zakaj pa ne, če lahko! S sliko povemo več kot s tisoč beseda-
mi, vendar ne pretiravajte. Na eni prosojnici naj bo le malo
slik, mogoče celo samo ena; naj bo velika in v ospredju. Če
je zraven besedilo, naj bo postavljeno tako, da ne moti slike,
nikakor pa naj ne bo na sami sliki. Če so slike le popestritev
vaši predstavitvi, naj bodo majhne in nevpadljive. Pravzaprav
premislite, če jih sploh potrebujete, ali pa bi se raje odločili za
lepše ozadje.
Zagotovo in brez vprašanja pa izpustite t. i. animirane gife
– plesoče banane in skakajoči medvedki nimajo kaj početi
v vaši predstavitvi, razen če so vaša tema prav plesoče
banane.
Pasti in slasti Powerpointa by Lea Sobočan
Video
Nočna mora vsakega predavatelja. Predstavitev je narejena,
doma dela odlično, video je kot iz škatlice ... Do usodnega
dneva, ko stojimo pred projektorjem in jecljamo tisti dobro
znani stavek: “Pa saj doma je vse delalo ...”
Powerpoint pusti, da videe do določene velikosti vgnezdi-
mo v predstavitev, če pa so večji, morajo biti datoteke z vi-
deom na istem mestu kot predstavitev. Datoteke z videom
si spravite na ključek posebej. Naj bo vaša mantra: “Imeti
moram plan B.”
Prehodi
Powerpoint ima celo goro “luštnih” prehodov, na primer
šahovnico ali pa brisalce, še celo z zvočnimi efekti. Ne
podležite skušnjavi. Traja kar nekaj časa, da se prehodi od-
vijejo in nova prosojnica prikaže. Med tem časom bo vaše
občinstvo nemirno brskalo po telefonu, gledalo v zrak, v
najhujših primerih pa načrtovalo vašo hitro odstranitev.
Zdaj je vaša predstavitev končana, popolnoma svetleča se in
profesionalna. Zdaj je čas za vajo, vajo in še malo vaje.
Najbolje je, da vse skupaj shranite na USB-ključek in se
odpravite do prijateljice, kjer lahko preizkusite, če vse dela
tako, kot smo si zamislili, še posebej slike in video. Pa tudi če
ne, imate sedaj še vedno nekaj dni časa, da vse popravite.
Zdaj si lahko tudi pogledate, če so vse slike dovolj vidne in ali
se da brati besedilo na prosojnicah. Najbolje je, da se usedete
približno dva metra od zaslona računalnika. Če ne morete
prebrati besedila, ga tudi občinstvo ne bo moglo. Prej ali slej
pride dan D in popolnoma samozavestni se odpravimo na
konferenco/govorni nastop/delavnico/podelitev Nobelove
nagrade. Ko prispete, boste seveda preverili opremo. Ali vse
deluje, še posebej projektor? Se vas sliši tudi v zadnjih vrstah?
Je zvok vaših videov čist in dovolj glasen? Vedno imejte v
mislih, da so bogovi tehnologije muhasti in vam jo bodo za-
godli, če se le da. Torej, vedno je dobro imeti natisnjene kopi-
je predstavitve, če se kaj zalomi. Pa tudi če se zgodi, da pro-
jektor zataji in se računalnik skuja, ni nič narobe, če le imate
plan B, v skrajni sili lahko tudi fl omaster in velik kos papirja.
Konec koncev ste zvezda dogodka vi in ne Powerpoint. Ko
ste srečno preživeli predstavitev in popolnoma začarali
občinstvo, je seveda čas za vprašanja. Držite se zastavljenega
časa, tako občinstvo kot tudi organizatorji vam bodo hvaležni.
Če so vam namenili uro, pripravite predstavitev za 45 minut,
ostalo pa namenite vprašanjem. Vsi bodo navdušeni, saj jim
ne bo treba hiteti in tudi vi boste bolj sproščeni, saj boste la-
hko vprašanjem posvetili dovolj pozornosti.
Tako, vaše življenje je sedaj bogatejše za majhen vpogled v
alkimijo priprave Powerpoint predstavitve. Svet Powerpoin-
ta je razgiban in raznolik in ko ga končno ukrotimo, se lahko
nadejamo občudujočih pogledov naših slušateljev in zavist-
nih šepetanj ostalih smrtnikov.
To be up-to-date with what is going on, visit our website: www.iatefl .si12
1. What is your favourite English word? Why?
FIREFLY – I like it not because of what
it describes but because of the way
someone says it - fi re and fl y – two words
I like pronouncing as they sound good
to me. Both seem kind of magical. They
represent something light and bright.
Zala Meklav, OŠ Fram
Art. It’s such a simple word,
yet it means so much.
Nika Bizjak, OŠ Fram
BEAT-because it’s short and nice.
Anja Tavčar, OŠ Dutovlje
My favourite word is amorous because at the moment I feel very much in love.
Jan Drozg, OŠ Fram
DELICIOUS-because the sound of the
word simply matches its meaning.
Urban Cotič, OŠ Dutovlje
SQUASH- because it sounds funny.
Lana Macarol, OŠ Dutovlje
Miscellaneous. I love the sound of it.
Tim Horvat, OŠ Mirana Jarca,
Ljubljana
My favourite english word is RAINBOW,
because its so beautiful and it sounds mystical.
Natalyia Sitnikova,
OŠ Šmihel, Novo mesto
My favourite English word is sunshine
- nothing special, but i like the the way
it sounds when we say it. It is so remind-
ing me on the sun and warm days and
on my favourite color - yellow.
Vita Maksl, OŠ Šmihel, Novo mesto
My favourite English word is »awesome«, because it means, that something is not boring or bad, but super.
Tomi Merc, OŠ Videm
Err. Probably “life”. Why favourite? Because
it sounds so precious, easy, breakable and
simple in four letters. I prefer English to Slo-
vene because of the thousands of words that
sound so wonderful if I say them, write them
or think about them. What if I was born in the
UK or the USA? Would my life be any diff erent
if English was my native language? It sounds
really glamorous to me.
Zoja Krevh,
Druga osnovna šola Slovenj Gradec
My favourite word is COMBAT because it tags a lot of other words, and it’s French.
Dan Toškan, OŠ Dekani
My favourite word is kazoo, because
I love saying that word and it sounds
awesome (;
Neža Rozman, OŠ Veliki Gaber
My favourite English word at the moment is prob-
ably ILLUMINATE. Funny though, I never really
had a favourite word, but the question made me
fi nd one. Why is »illuminate« my favourite word?
I guess, because it somehow resembles light, en-
lightment, and it sounds really cool.
Dominik Vrabič Dežman, OŠ Bistrica Tržič
Pumpkin. Because
I think it’s funny. Love.
Because I like the
meaning of this word
and it’s simple and nice.
Nika Hauptman,
OŠ Litija
My favourite English word is a computer
because computer is my favourite thing to
learn English and to have fun with friends.
Every day I log in my computer and my friend
and me talk and play games together. I also
have some friends from Australia, the United
States and Great Britain. We use computer
programmes to talk.
Andraž Gorišek,
OŠ Neznanih talcev, Dravograd
My favourite english word is “aloof”,
because this word sounds very interesting
and unusual for the English language
(but that is only my opinion).
Kristina Gregorčič,
Srednja šola Josipa Jurčiča Ivančna Gorica
odgovori tekmovalcev SŠ
odgovori tekmovalcev OŠ
odgovori tekmovalcev SŠ
Video game. I love playing video
games. I am very good at them.
Matej, OŠ Prežihovega
Voranca, Jesenice
Rainbow because that word reminds
me that life is full of colours. Just like
rainbow.
Lotti Gosar,
OŠ Prežihovega Voranca, Jesenice
My favourite English word is »awesome«, because it means, that something is not boring or bad, but super.
Tomi Merc, OŠ Videm
My favourite word is waterfall because it
reminds me of the beautiful nature. I love
its sprakles and sounds. The word goes off
my tongue swiftly. Plus I love water.
Jaka Jerala,
OŠ Prežihovega Voranca, Jesenice
My favorite English word is
“ambivalent”. I like it because it
means an inner emotional confl ict,
of which we experience many.
Aleš Sladič,
ŠC Krško-Sevnica, Krško
Dalek. That is the name of a
fi ctional race in one of my personal
favourite and most famous British
TV shows, Doctor Who.
Tjaš Debeljak, Gimnazija Bežigrad
Niman najljubše besede, ampak če bi že imela za izbirat bi izbrala LIKE, ker se lahko uporablja na več načinov in je nekako zmiraj pozitivno.
Ana Mezinec,
OŠ Antona Šibelja Stjenka, Komen
M n e n j a t e k m o v a l c e v
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odgovori tekmovalcev SŠ
2. Best school lesson
Well there usually isn`t very much for me to learn at our English lesson (I`m not saying that it isn`t educational, I just know everything we`re currently learning). My favourite lesson would be team work, like dividing students into teams and let them solve a team oriented exercise. I also enjoy the lay-outs our teacher gives us. They`re fun!
Dominik Vrabič Dežman,
OŠ Bistrica Tržič
My favourite English lesson involves
me sleeping though it. I like English
in general but I fi nd English lesson
boring, since we usually learn stuff
like how to order in a restaurant,
how to buy things in a shop and so on.
Dan Toškan, OŠ Dekani
Rada imam ure, pri katerih beremo v dialogu in ure, ko beremo o stvareh po celem svetu.
Nika Hauptman, OŠ Litija
Well. We talked in English to each other most of the time and there was no boring stuff - such as writing defi nitions in our notebooks.
Zoja Krevh, Druga osnovna šola
Slovenj Gradec
In my favourite English lesson we read a detective story from our books and then we looked for clues in the exercise and later we act it out.
Tomi Merc, OŠ Videm
My favourite English lesson was when one of my schoolmates had a presenta-tion of a computer game Aion and we made fun of him because he played that game. We tried to persuade him that it’s a boring game.
Andraž Gorišek,
OŠ Neznanih talcev, Dravograd
I don’t really have most favourite English lesson, I like them all. But it’s more interesting if we have games in English, or we sing English songs and such things.
Vita Maksl, OŠ Šmihel,
Novo mesto
Well - our teacher brought some
lyrics of Christmas song and
explained some Christmas traditions.
Natalyia Sitnikova,
OŠ Šmihel, Novo mesto
We were learning a new tense.
Tim Horvat,
OŠ Mirana Jarca, Ljubljana
My schoolmate Lana presented a poster about
what famous people said about the Sun. At the
end of the lesson we listened to a song from our
book.
Anja Tavčar, OŠ Dutovlje
We read the story The Tailor of Swaff-ham. I think it has a great message - you can travel all over the world but you always fi nd the treasure you’ve been looking for “in your own garden”.
Lana Macarol, OŠ Dutovlje
I love every single English lesson,
but I guess ma favourite one was
when we all drew each other
something for Christmas.
Nika Bizjak, OŠ Fram
All English lessons are the best. But
right now I’m into the competition
Scrabblitz where I test my English
vocabulary knowledge.
Jan Drozg, OŠ Fram
I like reading diff erent articles in our
student’s book and then discuss them.
We go on the Internet a lot and check
all the details about certain topics.
Zala Meklav, OŠ Fram
Perfektna ura angleščine je po mojem mnenju takšna, v katero je vključeno bralno in
slušno razumevanje, temu pa sledi še diskusija med učenci in profesorjem (seveda v
angleščini) o slišani oziroma prebrani vsebini. Pomembno je, da vsi dijaki med učno
uro pridejo do besede in se poskusijo razumljivo izraziti v angleškem jeziku. Ključno
je, da dijaki premagajo strah pred pogovarjanjem v tujem jeziku (ker se bojijo napak,
posmeha sošolcev, tujcev, s katerimi se morajo pogovarjati v angleščini ...). Več kot se
pogovarjajo, manj napak delajo, nimajo strahu pred pogovorom s tujci, s tem pa je cilj
pouka angleščine po mojem mnenju izpolnjen.
Kristina Gregorčič, Srednja šola Josipa Jurčiča Ivančna Gorica
Gledanje fi lmov ob koncu leta,
ko so ocene že zaključene.
Tjaš Debeljak, Gimnazija Bežigrad
odgovori tekmovalcev OŠ
odgovori tekmovalcev SŠ
We talk about cities in other countries.
Matej, OŠ Prežihovega Voranca,
Jesenice
It’s when we talk in English the whole class.
It’s great and I often learn much new words.
Jaka Jerala, OŠ Prežihovega
Voranca, Jesenice
When we talk about stories from the
past in English.
Žiga Kejžar, OŠ Prežihovega
Voranca, Jesenice
Moj najljubši del pri angleščini je bralno razumevanje. Zaradi tega bom rekel, da imam najraje, ko beremo kakšno zgodbo
ali članek iz učbenika.
Aleš Sladič, ŠC Krško-Sevnica, Krško
Mislim, da v petem razredu, ko smo peli pesmi, ki smo se jih naučili do takrat in na koncu nas je učiteljica slikala.
Ana Mezinec
OŠ Antona Šibelja Stjenka, Komen
To be up-to-date with what is going on, visit our website: www.iatefl .si14
3. A recipe for good English
I watch lots of cartoons.
Urban Cotič, OŠ Dutovlje
I suggest watching TV programmes on
English channels without subtitles or playing
computer games. This is for those who don’t
like reading. But the ones who prefer books,
they are the best option for better English.
Jan Drozg, OŠ FramThere is no exact “recipe”. I watch a lot of
English and American fi lms, read books
and magazines in English and write
letters and mails in English.
Anja Tavčar, OŠ Dutovlje
Start watching Cartoon Network at two years of age and never stop. Just joking, I don’t really sit down and learn, I’ve been watching TV for my whole life now and learnt English at a very young age.
Nika Bizjak, OŠ Fram
The best way to learn English is to learn it when you are young or not too old. I learned English on TV when I was 6 years old. I also learned new words by playing computer games and reading English books.
Andraž Gorišek,
OŠ Neznanih talcev, Dravograd
Now, that’s diffi cult. Read English books, watch English channels or English fi lms without subtitles and learn words. It is a biiiig plus if you had private lessons of English when you were younger or someone to teach you English before you started to learn it at school.
Zoja Krevh,
Druga osnovna šola Slovenj GradecRead as much as you can. After some time you’ll start thinking in English occasionally.
Tim Horvat,
OŠ Mirana Jarca, Ljubljana
Listen and learn but you have to be at least a little talented for great knowledge.
Lana Macarol, OŠ Dutovlje
There is no real recipe for good English knowledge, except
maybe studying. ;D It really helps if we watch movies
without subtitles, try to read books in English ( and do not
look into the dictionary for every word) , if we use English
in every day conversations with your friends and if we take
English as a challenge and fun.
Vita Maksl, OŠ Šmihel, Novo mesto
Just keep practicing
and watch some moovies
without subtitles and
things like that.
Natalyia Sitnikova,
OŠ Šmihel, Novo mesto
Moj recept za dobro znanje angleščine: zmešamo tono prebranih angleških knjig, ki jim dodamo na ducate ogledanih britanskih in ameriških fi lmov (brez dodanih podnapisov), na koncu pa vse skupaj začinimo z obilico veselja in ljubezni do angleščine. (Pretiravanje z omenjenimi sestavinami je priporočljivo!)
Kristina Gregorčič,
Srednja šola Josipa Jurčiča Ivančna Gorica
Redno branje stripov
in knjig ter gledanje
fi lmov v angleščini.
Tjaš Debeljak,
Gimnazija Bežigrad
odgovori tekmovalcev OŠ
odgovori tekmovalcev SŠ
I learned a lot from movies and from computer.
Nika Hauptman,
OŠ Litija
My recipe for good knowledge of English is simple. It is made of three steps, which are: 1 study hard 2 do your best
3 believe, that you can do it.
Tomi Merc, OŠ Videm
Nimam nasveta, ker se tudi sama angleščine ne učim ...(razen glagolov)
(:Neža Rozman, OŠ Veliki Gaber
There is no recipe for having good
knowledge of English since it’s all in
the feeling. You need to listen to what
you’re saying, so you know if you are
saying it right. Of course, you fi rst
need to know what is actually right.
I learned that through fi lms and
documentaires.
Dan Toškan, OŠ Dekani
There is no recipe just a wish to study
and learn. Today, English is involved in
our everyday life such as books, fi lms and
commercials. Here are many options to
learn and obtain. All you need is inclination
towards foreign languages. I practise
English every day while speaking to my
brother, reading English books and
watching fi lms without subtitles.
Thus a lot of words stay in my memory
and are there for conversation.
Zala Meklav, OŠ Fram
The question may be written in Slovene but that doesn`t
restrain me from answering in English. To tell the truth, my
English knowledge originates from some lessons I took at the
age of fi ve, but most of my grammar knowledge was gained
through numerous hours of watching English TV. You`ve
guessed: cartoons! Later on, when I understood most of what
was written, I went on the Internet. From there I absorbed huge
amounts of new words and expressions. I am ,of course, still
extending my vocabulary after all.
Dominik Vrabič Dežman, OŠ Bistrica Tržič
Nimam nikakršnega recepta, vendar bi tako kot za vse ostale predmete rekel, da se je pač treba
vsaj občasno učiti.
Aleš Sladič,
ŠC Krško-Sevnica, Krško
M n e n j a t e k m o v a l c e v
To be up-to-date with what is going on, visit our website: www.iatefl .si 15
Napovednik dogodkov
Julij4. 7. – 7. 7.English in Action Teacher Training, Ljubljana
SeptemberIzobraževalna sobota za člane s ponovitvijo
najuspešnejših delavnic s konference:
september 2011, Ljubljana
26. 9.Svetovni dan jezikov
7. 10. – 9. 10.Iatefl Hungary conference, Budapest
OktoberŠolsko tekmovanje za 8. razred OŠ
Šolsko tekmovanje za 2. letnik SŠ
NovemberDržavno tekmovanje za 8. razred OŠ
Državno tekmovanje za 2. letnik SŠ
DecemberNOVO! Tekmovanje za 7. razred OŠ
predvidoma v decembru 2011
FebruarLiterarni natečaj Dickens
predvidoma v februarju 2012
Regijsko tekmovanje za 3. letnik SŠ
MarecDržavno tekmovanje za 3. letnik SŠ
1. 3. – 4. 3. 2012IATEFL Slovenia conference CARE 2 SHARE, Topolšica
Novost: No Powerpoint - pure materials workshops
Tekmovanje nas na nek način prisili, da še bolj izpilimo
svoje znanje angleškega jezika, saj tekmujemo
z najboljšimi v državi. Sploh pri pisnih nalogah
(kratka zgodba, esej) se poskusimo izkazati še veliko
bolj kot pri običajnem šolskem preverjanju znanja.
Tjaš Debeljak, Gimnazija Bežigrad
4. V čem vidiš smisel tekmovanja iz angleškega jezika?
odgovori tekmovalcev SŠ
Mislim, da je za dobro znanje kateregakoli jezika
predvsem pomembno, da se mladi čim več ukvarjamo
z njim. Tekmovanje iz angleškega jezika vzpodbuja dijake,
da se (med pripravami na tekmovanje, če ne drugega
pa vsaj na samem tekmovanju) še dodatno, ne le med
poukom, ukvarjajo z angleščino. To pa seveda pomeni,
da dijaki še bolj natančno opazujejo jezik in njegove
zakonitosti. Poleg tega se mi zdi smisel takega tekmovanja
tudi popularizacija in promocija angleščine kot
svetovnega jezika, kar je v današnjem globaliziranem
oz. globalizirajočem svetu izjemno pomembno.
Kristina Gregorčič,
Srednja šola Josipa Jurčiča Ivančna Gorica
Je indikator znanja angleščine dijakov. Lahko bi bil bolj zanesljiv in z večjim številom udeležencev s strokovnih gimnazij.
Aleš Sladič, ŠC Krško-Sevnica, Krško
VIP CornerVery Important Pages
• www.englishcentral.comvaje za izgovorjavo na podlagi znanih fi lmov ali govorov; „feedback“ o izgovorjavi
• http://www.lyricstraining.com/pesmi z besedili, vmes „gaps“, da si vse prej ali slej zapomniš
• http://mailvu.com/posnameš sporočilo in pošlješ – seveda v angleščini
• www.bookdepository.co.uk naročilo angleških knjig brez poštnine
• http://www.mindmeister.com/spletni miselni vzorci
• www.glogster.comspletni posterji
• http://www.teachingideas.co.uk/
15
To be up-to-date with what is going on, visit our website: www.iatefl .si16
Mnenja mentorjev Barbara Kovač Jurančič
OŠ Dutovlje
Mislim, da je z zlatimi učenci podobno kot z zlatom samim -
že alkimisti so sanjarili, da bodo izdelali to žlahtno kovino, pa
se jim sen še do dandanes ni uresničil; zlato je dar narave, ki
ga moramo poiskati, izkopati in obdelati. S tankim posluhom
moramo poiskati in odkriti tudi zlate (nadarjene) učence in
jim s strokovnim znanjem pomagati, da zablestijo v polnem
sijaju. Nadarjenost pa seveda ni dovolj - napredujejo lahko
samo tisti, ki so radovedni, delavni, ki veliko berejo, primer-
jajo, se čudijo, dvomijo ter postavljajo vprašanja sebi in svo-
jim učiteljem.
Nasvet učitelju začetniku? Do istega cilja vodijo različne poti
- vsak naj izbere tisto, ki mu najbolj ustreza. Nekoč edino
zveličavne učne metode so se znašle na smetišču zgodovine
in tudi danes tako opevani e-tehnologiji bo nekoč (čeprav se
to sedaj čudno in nazadnjaško sliši!) odklenkalo. Dober
učitelj mora biti predvsem dobro strokovno usposobljen,
razgledan, odgovoren in čustveno stabilen. Predvsem pa
mora imeti rad otroke - veliko jim mora dati, vendar od njih
tudi veliko zahtevati in jim postavljati meje.
Silvija RavnikarOŠ Neznanih talcev Dravograd
I think it depends on the pupils themselves whether they are successful at competitions or not. Language competi-tions are composed in the way which allows only the pu-pils with talent for English language to succeed. That means it is not up to us, the teachers, that much, we are not the ones, who create the best speakers of English. School work can usually help to improve their writing skills but communicative skills they gain more by being some-how in contact with native speakers of English and English speaking countries – and watching TV and computers are one of the things they can take advantage of when learn-ing English. However, ‘The early the better’ is the most im-portant thing in learning foreign languages.
Each teacher beginner should fi nd his/her own ways of teaching and always try to be professional, clear, amusing, creative and most of all, like the job he/she has chosen.
Ana Koce Jurjevčič
Gimnazija Bežigrad
1. A golden student is a “self made man”.
2. “Leave them (gifted) kids alone!”
To be up-to-date with what is going on, visit our website: www.iatefl .si16
Simona Napast
OŠ Fram
Narediti ‘zlatega učenca’ danes naj ne bi bila težka nalo-
ga, saj so učenci dnevno obkroženi z angleškim jezikom,
tako v fi lmih, glasbi kot tudi v vsakdanjem žargonu
mladih. Učitelj k dodatnemu znanju pripomore z zanimi-
vimi, interaktivnimi učnimi urami, podprtimi z dejanski-
mi podatki, ki otroku pomagajo pri nadaljnjem šolanju
in življenju nasploh. Učenci, ki posegajo po visokih pri-
znanjih in jezik obvladajo, v veliki večini znanje prido-
bivajo sami preko različnih klepetalnic, ob poslušanju
glasbe, igranju računalniških iger in ob ogledih fi lmov.
Učitelj začetnik ima danes pred sabo zahtevno nalogo,
saj mora biti vselej na tekočem s svetom mladih, ki vse
bolj vključuje različne tehnologije, te pa se spreminjajo
iz dneva v dan. Pri poučevanju tujega jezika je najbolj
pomembna umeščenost znanja v vsakdanjik, kar pome-
ni, da učenci vedo, zakaj se učijo določenega besedišča
ali struktur oziroma kje bodo vse to lahko uporabili.
Blaž PreglauOŠ Fram
Učni načrt in učbeniki ne zajemajo dovolj snovi, da bi učenci dosegli zlato priznanje le s predvideno snovjo pri pouku. Pomembno je, da veliko berejo, gledajo angleške fi lme in poslušajo angleške pesmi. Učitelj jih mora us-meriti v pravo smer in navdušiti oz. ohraniti njihovo navdušenje do angleškega jezika. Pomemben je tudi po-sluh in talent za jezik.
Učitelj začetnik mora dobro poznati interese in hobije zlatega učenca, ker ga tako lažje usmerja in motivira. Jaz skušam učencem predstaviti različne glasbene skupine, knjige in fi lme. Če se učencem dopadejo, bodo postali dovzetnejši do njih, iskali bodo nove skupine ali fi lme ter si tako širili splošno razgledanost in se učili kritično presojati. Pomembno je tudi, da zlatim učencem pri po-uku posredujemo dodatno snov, jih spodbujamo k pi-sanju in pohvalimo dober izdelek.
Anka Novak ĆehajićOŠ Mirana Jarca, LjubljanaUčitelj težko sam naredi »zlatega« učenca. Tak učenec je talentiran, motiviran in delaven. Glavna zasluga pri tem gre staršem, ki otroka usmerjajo in podpirajo. Vloga uči-telja je, da omogoča čim bolj kvaliteten pouk, da se tak učenec pri učnih urah ne bi dolgočasil in da bi od pouka čim več odnesel.
Mojca Šumlaj
OŠ Šmihel Novo mesto
Menim, da zlatega učenca oblikuje veliko ljudi. Kot uči-
teljica poskušam učence navdušiti za učenje angleščine
in jim pokazati, kako pomembno je znanje tujih jezikov
in komunikacija v medkulturni družbi. Največ zaslug za
zlatega učenca pa ima gotovo zlat učenec sam.
Kaj svetovati učitelju začetniku?
Never give up, keep going.
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Snježana HorvatOŠ Prežihovega Voranca, JeseniceUčenec sam po sebi že ima posluh in talent za angleščino. Mentor ga le usmerja, mu svetuje, kako bi nadgrajevali nje-govo znanje iz jezika. Takšen učenec že samostojno bere knjige, gleda risanke in fi lme ter ostalo.
Alenka Pongrac
Druga osnovna šola Slovenj Gradec
Pri svojem delu naj bo učitelj čim bolj ustvarjalen in inova-
tiven. Uporablja naj različne metode in oblike dela. Učence
naj navaja na samostojno delo, pri pouku naj uporablja čim
več avtentičnega materiala. Učne ure naj bodo zanimive,
poučne, razgibane. Učitelj naj sledi novostim in izmenja čim
več izkušenj z drugimi učitelji.
Bodoče “zlate” učence je potrebno najprej prepoznati in jih
po potrebi motivirati za dodatno delo. Njihovo znanje je
potrebno nadgrajevati, širiti besedišče, spodbujati branje v
angleščini, seznaniti jih je potrebno z različnimi tipi nalog.
Učenci naj samostojno izdelujejo in predstavijo »projekte«
v angleščini. Predvsem pa morajo biti pripravljeni veliko
delati.
Sonja TronteljSrednja šola Josipa Jurčiča Ivančna Gorica1. Zlati učenec se v določeni meri oblikuje sam, s svojimi sposobnostmi, vedoželjnostjo, ambicijami, veliko dodat-nega dela. Učitelj mu pri tem pomaga, ga usmerja ter spod-buja pri njegovem ustvarjalnem delu, kajti talent je potre-bno razvijati in krepiti, žrtvovati tudi precej prostega časa, tako učenčevega kot učiteljevega.
2. Učitelj začetnik si oblikuje svojo poklicno pot s prido-bivanjem izkušenj in novih dognanj, ki temeljijo na njegovi strokovni izobrazbi. Vse pa pogojuje njegovo veselje do poklica, ki ga opravlja, predanost, vztrajnost, in to naj mu bo vodilo v njegovi karieri.
Janja Anžiček
ŠC Krško-Sevnica, Krško
1. Kako narediš zlatega učenca? Zelo pomembna je siste-
matičnost, doslednost, vzdrževanje visokih kriterijev in spro-
tno preverjanje predelane snovi zadnje ure. Prav tako je po-
membno posredovanje nadstandardnih informacij v širino
iz snovi, „up-to-date“ informacij iz sveta zabave in politike, ki
jih taki učenci zabeležijo in znajo. Tako učitelj takoj vidi, kdo
je nadarjen. Jaz podajam veliko takih informacij. Pravzaprav
pa ti kažejo pot dijaki s svojimi interesi in značajem. Zelo je
potrebno spodbujati pisanje in možnosti, da izrazijo in izve-
dejo projekte ali predstavitve po svojih željah.
2. Nasvet učitelju začetniku: Držati nivo znanja, ne popuščati,
sistematičnost, doslednost in pozitivna klima v razredu.
To be up-to-date with what is going on, visit our website: www.iatefl .si 17
Darja Mihelj Škvarč
Kako „narediš” zlatega učenca?
Ne vem, če za to dejansko obstaja kakšna preizkušena formu-
la, saj je vsak učenec svet zase. Zato je najbrž najbolj pomemb-
no, da učenca spoznaš in prepoznaš, kje so njegove vrline,
česa si želi. Le tako mu lahko nudiš dovolj opore, da svoje san-
je tudi doseže.
Nasvet, ki bi ga dali učitelju začetniku.
Najbolj pomembno je, da učitelj v svojem delu najde pristno
veselje, ki ga učenci lahko zaznajo skozi metode, snov, raz-
položenje. Ključna je po mojem mnenju kemija, ki se ustvari in
na podlagi katere je lahko vsaka ura izredno lepa.
Marijana M. RuterOŠ Dekani
Zlatega učenca težko narediš. Zahtevano znanje na tem tekmovanju je na izjemno zahtevni ravni za to starostno skupino, tako da samo prispevek učitelja ni dovolj. So učenci, ki se že dolga leta učijo angleščino, v prednosti so predvsem tisti, ki so se jo začeli učiti že kot majhni otroci s pomočjo televizije in interneta ali bivanja na tu-jem. Če imajo poleg tega še talent, je kombinacija zma-govita. To so učenci, ki so ti dani, nekaj (kakšen) na gen-eracijo, da jih usmerjaš, dopolnjuješ, spodbujaš k novemu znanju. So učenci, ki so motivirani za učenje jezika. Če dodamo še kanček sreče, je rezultat lahko zlat.
Florina ErbeliOŠ Litija
1. Zlat učenec je sestavljen iz svojega dela in dela učitelja. Svoj del vsebuje talent, trdo delo, odrekanje, veselje, mo-tivacijo, srečo. Delo učitelja vsebuje trdo delo, izku-šnje, veselje, prenos motivacije na učence, srečo. Obe sestavi-ni sta potrebni za uspeh. Če katera komponenta izostane, je verjetnost za uspeh občutno manjša.
2. Nikoli ne sme delovati proti sebi. Sledi naj svojim ide-jam, sanjam, željam, notranji motivaciji. Če bo zadovoljen
sam s seboj, bo to zadovoljstvo izžareval navzven.
Stanka VeršičOŠ Videm
Prvi korak je v prepoznavanju učenca z nadpovprečno bogatim besediščem, tekočim govorom in uporabo jezikovnih struktur, ki jih še nismo obravnavali pri pouku. Takšnega učenca je potrebno motivirati z dodatnimi na-logami, ki mu predstavljajo izziv, ter mu ne dovoliti, da počiva v coni ugodja, kjer vse dela z levo roko. Za učenca je potrebno izdelati program dela za nadarjene in skupaj z njim oblikovati načrt dodatnih dejavnosti, med katere seveda sodi tudi tekmovanje iz angleščine (IATEFL).
To be up-to-date with what is going on, visit our website: www.iatefl .si18
TRETJI LETNIKRegijskega dela tekmovanja se je udeležilo natanko isto
število dijakov kot v lanskem šolskem letu, in sicer 576. Na-
loge na tem nivoju tekmovanja so se nanašale na bralno ra-
zumevanje, poznavanje britanske kulture in uporabe jezika
(časi, besedotvorje, transformacije in popravljanje napak).
Najboljših 15 % tekmovalcev se je udeležilo tekmovanja na
državnem nivoju, kjer so se pomerili v slušnem razumevan-
ju in pisnem delu, v katerem so napisali krajši sestavek kot
nadaljevanje podane zgodbe ter esej.
Regijsko tekmovanje je potekalo v šestih mestih, in sicer v
Ljubljani, Murski Soboti, Novi Gorici, Novem mestu, Sloven-
ski Bistrici in na Jesenicah. Upamo, da bomo lahko nasled-
nje leto ponudili možnost tekmovanja tudi v Mariboru.
Novost v tem letu je bila prijava preko našega strežnika, za
katero upamo, da vam ni povzročala preveč težav. V nasled-
njem letu bo način prijave enak, zato vas naprošamo, da
ste pazljivi predvsem pri navedbi mentorja posameznim
dijakom.
Število tekmovalcev
Kategorija Regijsko tekmovanje Državno tekmovanje
A1 384 58
A2 48 8
A3 17 5
B 90 14
C 37 6
skupaj 576 91
A1: za tekmovalce tretjih letnikov, ki se učijo angleščino kot prvi tuji jezik in obiskujejo katerokoli splošno gimnazijo oz. so v evrop-skih oddelkih
A2: za tekmovalce tretjih letnikov, ki se učijo angleščino kot prvi tuji jezik in obiskujejo katerokoli strokovno gimnazijo
A3: za tekmovalce tretjih letnikov, ki so več kot eno leto bivali na angleško govorečem področju, in tiste, ki so v oddelkih medna-rodne mature
B: za tekmovalce tretjih letnikov, ki se učijo angleščino kot prvi tuji jezik in obiskujejo katerokoli 4-letno strokovno šolo
C: za tekmovalce tretjih letnikov, ki jim je angleščina drugi tuj jezik
(tretje leto učenja)
Število priznanj po kategorijah
Priznanje A1 A2 A3 B C skupaj
zlato 9 1 1 2 1 14
srebrno 14 1 1 3 2 21
bronasto 35 6 3 9 3 56
skupaj 58 8 5 14 6 91
Tekmovanje iz angleščine za dijake drugih in tretjih letnikovBeti Kerin, koordinatorka tekmovanj za srednjo šolo
DRUGI LETNIKNa tekmovanju za drugi letnik je letos sodelovalo 16 šol,
ki so poslale skupno 35 fi lmov, kar je 9 več od lanskega leta.
Naloga je bila posneti dokumentarni fi lm, pri čemer so
morali dijaki uporabiti predpisanih deset besed. Dijaki so
žal tekmovali samo v dveh kategorijah, A in B, čeprav so
imeli možnost tekmovati tudi tisti, ki spadajo v kategorijo
C ali D.
Predpisane besede v kategorijah A in C so bile: EPIDEM-
IC, SWAP, JIGSAW, UTTERLY, OUTWEIGH, MAINSTREAM,
SOLITUDE, REGRET, PERSUADE, PRAISE.
V kategorijah B in D pa je bilo potrebno uporabiti:
HANDWRITTEN, GRIN, PERMISSION, RENAME, SEVERAL,
STRUGGLE, JOURNEY, RARE, STAFF, GENEROUS.
Pri ocenjevanju smo upoštevali naslednje kriterije: pravil-
nost in ustvarjalnost pri uporabi podanih besed, jezik in
izgovorjava, umetniški in splošni vtis.
Število priznanj po kategorijah
Priznanje A B skupaj
zlato 5 5 10
srebrno 32 0 32
bronasto 39 0 39
skupaj 76 5 81
A: za tekmovalce drugega letnika, ki se učijo angleščino kot prvi tuji jezik in obiskujejo katerokoli gimnazijo, vključno z evropskimi oddelki
B: za tekmovalce drugega letnika, ki se učijo angleščino kot prvi tuji jezik in obiskujejo katerokoli 4-letno strokovno šolo, ki se zaključi s poklicno maturo
C: za tekmovalce drugega letnika, ki so več kot eno leto bivali na angleško govorečem področju, in tiste, ki so v oddelkih medna-rodne mature
D: za tekmovalce drugega letnika, ki se učijo angleščino kot drugi tuji jezik in obiskujejo katerokoli gimnazijo ali 4-letno strokovno šolo.
Ponovno smo se lahko prepričali o visoki ravni
znanja angleškega jezika, ki so jo naši dijaki pokazali
na obeh ravneh tekmovanj. Iskreno čestitamo vsem
sodelujočim, vsem mentorjem pa se najlepše
zahvaljujemo za pomoč pri izpeljavi tekmovanj.
To be up-to-date with what is going on, visit our website: www.iatefl .si 19
Tekmovanje iz angleščine za osnovnošolceTjaša Lemut Novak, koordinatorka tekmovanj za osnovno šolo
Letos je tekmovanje iz angleškega jezika za 8. razrede os-
novnih šol v organizaciji IATEFL Slovenia potekalo že drugo
leto. Tokrat se je število tekmovalcev in šol, ki so sodelova-
le, še povečalo. Pri organizaciji tekmovanja sta odbor in
državna komisija upoštevala tudi predloge učiteljev men-
torjev, ki so se lansko leto udeležili okrogle mize v Topolšici
12. 3. 2010 na temo tekmovanja. Zahvaljujem se vsem, ki
ste se odzvali vabilu ter s svojo udeležbo in mnenji prisp-
evali h končni podobi tekmovanja.
Letos smo na okrogli mizi, ki je bila 11. 3. 2011, zopet zbrali
vaša mnenja in predloge ter tako prišli do odločitve, da v
prihodnjem šolskem letu organiziramo in izvedemo tek-
movanje tudi za 7. razrede osnovnih šol. To tekmovanje
bo potekalo predvidoma v mesecu decembru, izvajano
bo v skupinah in se bo precej razlikovalo od tistega za
osmošolce. Več o tekmovanju boste lahko izvedeli na naših
spletnih straneh in v dopisih, ki bodo prišli na šole v začetku
septembra.
Vse informacije o tekmovanju so bile tako v lanskem
letu kot tudi letos objavljene na naših spletnih straneh:
http://www.iatefl .si/.
Tam so bili pravilniki, napotki za pripravo, dopisi in ob-
razci. Z letošnjim šolskim letom pa smo tu dodali tudi
alinejo ARHIV, kjer si lahko tako mentorji kot tekmovalci
ogledajo in naložijo naloge iz preteklih let. K vsem nalo-
gam so priložene tudi rešitve. ARHIV bomo vsako leto v
okviru državne komisije dopolnili, tako da bomo dodali
naloge minulega šolskega leta ter s tem ustvarili nabor
nalog, ki jih lahko uporabite pri pripravah na tekmovanje
ali pri popestritvi ure, na primer pri dodatnem pouku ali
delu z nadarjenimi. Še vedno si želimo olajšati vaše delo
ter posodobiti in narediti kar se da učinkovito delo. To je
bil tudi razlog, da smo z letošnji šolskim letom prijave za
tekmovanje zbirali preko za to postavljenega strežnika.
Ob tej priložnosti se zahvaljujem vsem tistim mentor-
jem, ki ste uporabljen pristop pohvalili in nas spodbudili,
da nadaljujemo s svojim delom v tej smeri. Morda je bilo
prvo leto malce težje, a drugo leto bo prijavljanje, dostop
do nalog in kasneje rezultatov potekalo še hitreje in s še
manj zapleti. Šifre boste tako kot letos dobili na šole, vsa
dodatna pojasnila pa bodo na naših spletnih straneh in
dopisih.
Nekaj statistike z letošnjega tekmovanja:
• 4841 učencev je sodelovalo na šolskem tekmovanju;
• 1097 učencev se je uvrstilo na državno tekmovanje;
• 1576 tekmovalcev je prejelo bronasta priznanja;
• 478 tekmovalcev je prejelo srebrna priznanja;
• 60 tekmovalcev je prejelo zlata priznanja.
V lanskoletnem poročilu sem veliko besed namenila
pregledu nalog in izvirnosti učencev pri kreativnem
pisanju. Tudi letos so učenci uporabili tako svoje znanje
kot domišljijo. Pri ustvarjanju inovativne zgodbe, ki je
imela podano znano osnovo (začetek, like), so se učenci
odlično izkazali. Pri Janku in Metki so se znašli raznovrst-
ni pravljični like in tudi liki iz vsakdanjega življenja;
domovanja so bila v votlinah, hišah, gradovih, a tudi v
hotelih s petimi zvezdicami; na pomoč izgubljenima
otrokoma pa so pristopila raznovrstna pravljična bitja,
skrivnostni dobrotniki, Al Kaida, navadni otroci in še bi se
dalo naštevati. V državni komisiji smo ugotovili, da je bilo
v letošnjih zgodbah občutno manj nasilja kot leto poprej.
Za razliko od takratnih zgodb o Pepelki, kjer je bilo v več
kot treh četrtinah vseh spisov (tisti, ki se še spomnite lan-
skega števila tekmovalcev, veste, da gre za izredno visoke
številke) obilo krvi in orožja, so se letošnje zgodbe odvijale
precej drugače. Seveda niso bile vse s srečnim koncem,
niti niso bile polne pozitivnih likov oziroma preobratov na
bolje … a samo nasilje in ubijanje je bilo v le redkih prim-
erih, pa še takrat v manjšem obsegu. Spisi so bili polni idej
– tako pričakovanih kot nepričakovanih, duhovitih, nena-
vadnih … Skratka, tekmovalci so poskrbeli za to, da je ta
znana zgodba dobila povsem nove razsežnosti. Bravo!
V državni komisiji smo se odločili, da vam tokrat namesto
pogostih napak in primerov nalog, ponudimo v branje
nekaj spisov. Žal ni dovolj prostora, da bi tu predstavili
vse, ki smo jih izbrali, pa vendar upamo, da boste uživali
ob branju nekaterih izmed njih.
Zahvaljujemo se vam za sodelovanje.
Na svidenje v naslednjem šolskem letu.
Informacije o tekmovanju
To be up-to-date with what is going on, visit our website: www.iatefl .si20
Gaja Humar
Lana Macarol
Svit Komel
Tim Glibota
Dominik Vrabič Dežman
Dan Toškan
Tim Horvat
Lana Korun
Nives Vrbek
Julija Stopar
Tomi Merc
Patrick Sliško
Neža Rozman
Pino Pograjc
Jan Drozg
Petra Podlogar
Minka Tivadar
Sandi Letić
Miha Kmetič
Veronika Pucelj
Zoja Krevh
Luka Selan
Katja Tepina
Amadej Urbancl
Zala Meklav
Santina Likar
Lana Škof
Luka Mandl
Simon Šlebinger
Tara Grašič
Nina Artnak
Natalya Sitnikova
Rožle Toš
Matic Tesner
Valentin Vrbovšek
Nika Bizjak
Mojca Erzin
Tia Ilievski Andrič
Elmedina Reči
Klara Bohnec
Ana Arnejčič
Vita Maksl
Lea Rožman
Andraž Gorišek
Eva Stojan
Amadej Šuperger
Anja Rakovec
Eva Rodi
Minea Rutar
Tjaša Kitanovski
Jari Beguš
Hana Feguš
Sabina Kličić
Tanja Civić
Maša Remškar
Mark Peter Zoran
Jaka Pelaič
Nika Hauptman
Sabina Avsenik
Julija Klavžar
Dobitniki zlatih priznanj za OŠ:Dobitniki zlatih priznanj za 3. letnik SŠ:Andrej ŠtermanGrega UlenJaka JavernikTjaš DebeljakStaš Kotorac GučekMiha MužičJurij VesenjakRok VahterMatevž PristovnikAleš SladičBoštjan PetričDavid RifelŽiga PirnatKristina Gregorčič
Dobitniki zlatih priznanj za 2. letnik SŠ:
kategorija A:
Žan Testen
Primož Kočar
Grega Rus
Aleš Benčina
Matej Trdin
kategorija B:
Domen Colnarič
Matej Drobnič
Mario Klarić
Andrej Tomažič
Kristijan Slatinšek
D o b i t n i k i p r i z n a n j
Ostali prejemniki zlatih priznanj na OŠ skupaj z mentorji in koordinatorico Tjašo Lemut Novak
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Ostali prejemniki zlatih priznanj na SŠ skupaj z mentorji in koordinatorico Beti Kerin
Zmagovalna skupina v kategoriji A (2. letnik) skupaj s koordinatorico Beti Kerinin Mojco Hergouth Koletič (MINT)
Prvouvrščeni tekmovalci po posameznih kategorijah (3. letnik) skupaj z mentorji
Drugouvrščena tekmovalka Lana Macarol na OŠ skupaj
s koordinatorico in direktorjem BC Slovenia
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Prvouvrščena tekmovalka Gaja Humar na OŠ skupaj s koordinatorico in direktorjem BC Slovenia
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Zbiranje
Mojca Hergouth Koletič, MINT International House (podeljevalka nagrad za 2. letnike SŠ) in koordinatorica za SŠ Beti Kerin
James Hampson, direktor BC Slovenia (podeljevalec nagrad za prva tri mesta v OŠ) in koordinatorica za OŠ Tjaša Lemut Novak
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Want to become a member? Just email us at info@iatefl .si.
Pozdravni govor Sandre Vida, podpredsednice društva
Direktor BC James Hampson in Mojca Hergouth Koletič, MINT International House
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Foto
gra
fi je
: Ja
sna
Dža
mb
ić
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Simon ŠlebingerOsnovna šola Slave Klavore Maribor
mentorica Petra Napast
HANSEL & GRETEL
Hansel and Gretel are lost in the forest. There are no more breadcrumbs – the birds ate them all dur-ing the night. The children walk through the forest and fi nd a ...
... an abandoned house. It is very cold inside but they have to sleep inside since it’s dusk already. Af-ter a couple of hours of not being able to fall asleep, they decide to make a fi re. Hansel went out to get some fi rewood, while Gretel tried to get a spark. She got a spark ... but it burnt the house. She ran outside and started shouting: “Hansel! Hansel! The house is on fi re!” Hansel heard her calls and rushed back to her. They were worried about where they are going to sleep. They found an old blanket that hasn’t burnt yet. After that they tried to sleep un-der a tree, covered with the blanket. Finally, they fell asleep. Next morning, they woke up relatively late, around 11 o’clock. “It was a long night,” said Hansel. They were terribly hungry – they haven’t eaten for 2 days. They walked on while hallucinat-ing because of hunger. After some time they found a castle. Yes, a castle in the middle of the forest. It was very large and painted in camoufl age colours. They rang the doorbell and shouted: “Can we have a slice of bread, please? We’re lost.” They didn’t get a reply, so they decided to go inside. They found an evil man dressed in black, with a mask over his face. He asked: “What are you doing here?” They re-plied: “We’re lost in the forest and found this.” He then asked: “What are your names?” “Hansel and Gretel,” they said. He then removed his mask and Hansel and Gretel were shocked to see their father. They ran away as the father shouted: “Never come back!” And Hansel and Gretel are still roaming the forest, looking for a way out.
Osnovnošolski spisiVsi spisi so objavljeni z dovoljenjem avtorjev in v njihovi originalni obliki, tj. brez popravkov.
Gaja HumarOsnovna šola Antona Šibelja - Stjenka Komen
mentorica Darja Mihelj Škvarč
HANSEL & GRETEL
Hansel and Gretel are lost in the forest. There are no more breadcrumbs – the birds ate them all dur-ing the night. The children walk through the forest and fi nd a ...
... big dark castle made of steel, with tall trees sur-rounding it. The black birds which ate all the bread-crumbs last night are fl ying around the castle and making children shiver. It seems like Hansel and Gretel don’t have any other options, so they decide to take a closer look at the castle. The fi rst thing they notice when they walk through the doors is a huge lady, dressed in black and red. She’s sitting on a throne, so Hansel and Gretel suppose she’s a queen. “I don’t really like children,” she says. “They’re all such stubborn things indeed. But I do like tur-tles. Do you two like turtles, children?” Hansel and Gretel gaze with their mouths wide open. This is such a bizarre thing to hear from a queen. “We do, your majesty,” says Gretel. “Brilliant!” the queen shouts, “To be eaten by turtles – what a great way to die!” before Hansel and Gretel realized what was going on, it was already too late. The queen’s guards grabbed them and carried them near the hole in the middle of the room. Of course, the hole was full of turtles. “Oh, no, you won’t!” shouts Han-sel and kicks a guard. Not helping. That’s when the whole castle shakes and the black birds start to fl y into it. In the mess of dark wings, their father ap-pears. Hansel and Gretel run joyfully to him and start their way home. Father explains that his father had an unfi nished business with the birds and so they owed him a favour. He also begs his children for forgiveness, because he let his wife treat them so badly. Hansel and Gretel are more than happy to forgive him, so they move to Finland and live there happily ever after.
Spisi, ki so
objavljeni
v tej številki
IN-a,
so bili izbrani
kot posebej
zanimivi.
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Anja ZupancOsnovna šola Trzin
mentorica Stanislava Jaklič
HANSEL & GRETEL
Hansel and Gretel are lost in the forest. There are no more breadcrumbs – the birds ate them all during the night. The children walk through the forest and fi nd a ...
... small Barbie house. They sit down and watch it. They open the small white door with red roses on it. Inside the house, there is a small bottle. They take it out and read the message on it. It says: “Use only if you must.” They open it and smell it. It doesn’t have a weird smell. So they drink it, like it is just water. Then they fall asleep. The next morning, they wake up and next to them, there is a huge butterfl y. “What the hell is going on here? Are we dreaming? It can’t be true! Why is everything so big around me? And why are my clothes so much bigger than me? Oh, my god! That ‘water’ that we drank yesterday ... it wasn’t water. It had magical powers! We became smaller!” at the same time they hear a noise. It is a girl. They run inside the house and hide. The little girl takes the house and goes home. She puts it in her room and starts to play. She takes Hansel and Gretel out and puts some clothes on them. Hansel and Gretel think that she is so small; she wouldn’t get scared if they told her they are alive. So they tell her. The little girl decides to help them. They tell her the way to their father. She goes there and explains everything to their father. So the father decides to drink the liquid from the bottle and become small like his children. So, this SMALL family live happily ever after in a Barbie house. (There were a lot of Barbie dolls, too – so, Hansel and Gretel got a new mum.)
Barbara Šviglej Osnovna šola dr. Ivana Korošca Borovnica
mentorica Tanja Plohl
HANSEL & GRETEL
Hansel and Gretel are lost in the forest. There are no more breadcrumbs – the birds ate them all dur-ing the night. The children walk through the forest and fi nd a ...
... an elf village. Because it’s dark, they can’t see any-thing, so they decide to sleep near the small houses made of branches and leaves. All elves wake up at mid-night and they fi nd children. They wanted to dance but now they are just looking at them and wondering if they are dangerous. Suddenly, somebody sneezes and Hansel and Gretel wake up. They tell them why they came here and elves listen carefully. Their king says they can stay with them but only if they would help. Next day they help elves and everyone is happy. But Gretel still misses her father. The elf wizard makes wings for them and they fl y over the forest. They can’t fi nd their home because of the fog, so they land in Venice. They like it so much, so they decide to stay there. They sell their wings to get some money and then they open a bakery called “Elf”. They become very rich and they fi nd friends quickly. Ten years later, they get married and each of them had three chil-dren. They become very famous. They knew that they mustn’t speak about the elves and they changed it into the story that we all know today.
Sonja HučOsnovna šola Šmartno pod Šmarno goro
mentor Alan Paradiž
HANSEL & GRETEL
Hansel and Gretel are lost in the forest. There are no more breadcrumbs – the birds ate them all dur-ing the night. The children walk through the forest and fi nd a ...
... cave. They decide to enter it, looking for shelter. They see a dim light that seems to be changing from shades of green to blue ... to purple. As they progress deeper into the cave, the light brightens and a world appeared before them. It was fi lled with a twinkling mist, also changing from shades of green to blue ... to purple. The colourful haze covered everything, so they couldn’t see very far ahead. They heard faint laughing as shadows fl itted by. Hansel and Gretel kept walking and soon came upon a sign marked “Beware of souleaters!” Gretel was very frightened by the sign and wanted to turn back but realized she was hope-lessly lost. A fi gure emerged from the haze ... slightly resembling that of a human. It had no offi cial opening for a mouth, just a place where skin stretched sickingly through a hole like its mouth had been glued togeth-er. It had wide eyes with tiny pupils, no more than slits. It staggered closer with outstretched arms, a sharp hiss escaping its mouth. Suddenly the terrifi ed chil-dren were lifted into the air and in what seemed like a lifetime but was only a few seconds, were dragged towards the souleater’s mouth. That night they both woke up screaming, realizing it was only a dream.
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Spisi srednješolcevVsi spisi so objavljeni z dovoljenjem avtorjev in v njihovi originalni obliki, tj. brez popravkov.
Staš Kotorac Guček, kategorija A1I. Gimnazija v Celju
mentorica Marjetka Pintarič
An eye for an eye only ends up making the whole world blind (M.K. Gandhi)
Since its dawn, mankind has always been characterized by its policy of “an eye for an eye”. From simple tribal confl icts, family strifes and fi rst codes of law to present day struggles of economic superpowers, this practice is alive as ever, and is still one of the things that defi ne a human on the most basic level.Although formally abolished, and severely punished if it results in any harm, the humans still possess a sense of re-taliation that is probably a remnant of our natural refl exes; if an animal feels threatened or hurt it will strike back to pro-tect itself. This refl ex has carried on through evolution and still persists in us today, as it infl uences every aspect of our lives, from personal relationships to global politics, despite some might not acknowledge that and proclaim humans as a pinnacle of evolution, a being that thinks rather than acts on instinct.There has been a wide an selection of books written on the subject, and many great minds spent their whole lives weigh-ing, what is right or wrong, exploring human ethics. Many theories have been brought up, and as such, I am not going to foray further into this fi eld, as I lack both the knowledge and experience to compliment my theory.But in my personal opinion, if the human race is truly to achieve a new age of enlightment, we need to arrange the society in which we live in, as it actively forces people in competition with each other, turns good friends into foes, as we struggle to make a living in this harsh world. The once common sense of empathy has almost been forgotten, and most people are willingfully able to hurt another in order to protect their interests, and achieve a better social status, ac-quire more wealth. This of course translates into every pore of human society, right up to the top level, where the stakes are higher and victims are more numerous.So if we really wish to part from our animal, we need not only to think of ourselves as a part of humanity, we need to think of humanity as a part of ourselves. As a wise man said once: Do not ask for whom the bell tolls, it tolls for thee.
Rok Vahter, kategorija A1I. Gimnazija v Celju
mentorica Alenka Jeromel
The greatest thing in the world is to know how to be oneself (Montaigne)
We live in a time of mass media, internet domination and television. Not only is it diffi cult to keep track of all these innova-tions, but it is very easy to lose the essence of oneself. Originality and individuality are rapidly losing their value and very little is being done to prevent this from happen-ing.First of all I would like to expose the fact that many teenagers today form their identities from what they see on televi-sion. The correlation between increased student violence and violent TV shows is apparent. If children were thought that being yourself is the most important thing in life such mindless identity theft world never happen.Moreover I fi nd it sad that generations upon generations of young people try to fi t into their stereotypes, they do not see how great and unique each and everyone of them is. Why be like everyone else? Live life like you want it to.In contrast some people might argue that it is quite alright that people identify themselves within certain groups. While that is true, most often the case is that not only the younger people tend to bend themselves for the sake of fi tting in, they almost completely obliviate what makes them a unique person as well.In conclusion I would like to say that it certainly is not all so grim but modern life has indeed taken its toll on people’s per-ception of themselves. Still many people don’t give in and they truly celebrate their awesome self.
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Viktorija Blažeska, kategorija A3II. Gimnazija Maribor
mentor Emil Pečnik
An eye for an eye only ends up making the whole world blind (M.K. Gandhi)
The fruit that tastes sweetest, the dish best served cold, no name put to it could ever hope conceal its true form and meaning - revenge. The off spring of envy and nest of corruption, it has been frowned upon since the times of Hamlet. We have been taught to forgive, turn the other cheek, even. One of the greatest virtues, rarely found in mankind, is the ability to reconcile, not retaliate. Admittedly, drawing rivers of blood for a drop shed at the touch of the odd poison-tipped spindle may be a matter of some satisfaction. It may bring partial peace, rest to the tortured mind, and fi nally - knowl-edge that what has been done is nothing but a losing game. Where there is pain, and plight, and pestilence, there can be no peace, no happiness springs out of suff ering, no laughter out of tears.It is only through hardships that the genuine value of good things in life can be appreciated. Why not accept every wound as a heightening of the senses in preparation for something better, every off ence as good-natured criticism? Deliberately acting against one who has hurt us would neither alleviate the pain nor turn back time. It could only serve as a lesson, as valuable experience that, in itself has the power to obliterate past mistakes. Revenge is a lonely cry in a void that fails to raise the dead, while it surely is tempting, it brings about a lita-ny of further wrongdoings that destroy everybody on either side of the equation. Embracing the fact that two wrongs do not make a right, man could only take what is given to him and bear each burden with dig-nity, always looking up and into the eyes of future.
Boštjan Petrič, kategorija A3Gimnazija Bežigrad
mentorica Karmen Goršak
An eye for an eye only ends up making the whole world blind (M.K. Gandhi)
While Ghandi’s statement is perfectly logical and demands no deep reasoning to understand, I can see why it took so long for it to be voiced out. Many of the world’s governments have in-deed not yet grasped the idea behind this state-ment.The basic idea is that every person and every na-tion in this world have quite a few scores to set-tle, some of them recent, some of them dating to almost beyond memory. If we were all to get out and started settling these scores tomorrow, the whole world would quickly end up dead, except for a couple of saints, which would be a hard blow to the economy and thus something we don’t want.However, the thing is that “revenge” is being practiced all the time in the criminal justice sys-tem. I feel there is an important diff erence be-tween the two conceptions of punishment: “an eye for an eye” ultimately strives to annihilate the wrongdoer – whereas the legal system strives to prevent him from causing further harm to soci-ety – as soon as a criminal is believed to have become peaceful and repentant enough, he is allowed to return to normal life. Therefore, Gandhi’s idea needn’t be understood as a demand for the complete forgiving of ev-eryone’s sins. It is merely a statement about the futility of revenge for its own sake and could also be seen as advocating a society of law instead of one of primitive emotion.
Kako lahko te spise uporabite v razredu:
korak 1: Razred razdelite v skupine.
korak 2: Glede na sposobnosti učencev in čas, ki ga imate na razpolago, se odločite, ali bo naslednje teme obravnavala vsaka skupina ali dobi vsaka skupina le eno nalogo:• vsebina - sestavite ogrodje, v katerem se ta spis nahaja,
in določite, kje so osnovna izhodišča in teze;• jezikovna pravilnost - identifi cirajte kompleksne strukture
in preverite, kako so sestavljene;• besedišče - poiščite primere bogatega besedišča in pristne kolokacije;• zgradba – najdite primere povezav med stavki, odstavki
korak 3: Skupine naj vsaj 5 stvari iz enega od spisov uporabijo v svojem spisu.
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1. You have been a new director of the British Council
for Slovenia since September 2010. From your point
of view, what is the standard of English in Slovenia?
The standard of English in Slovenia is obviously very high.
There has been strong, continued investment since the
mid to late 1990s recognising the important role that Eng-
lish has to play economically, culturally and in the every-
day lives of people across the world. I meet people here
who can speak several languages and here is an important
point.Do I think English is important? Yes, of course. Do I
think it should be the only foreign language young people
learn? Of course not. Language is central to the work of
the British Council’s cultural relations mission. It provides a
common ground for people of diff erent countries and cul-
tures to exchange their views on what is happening in the
world around them, to develop professional relationships
and to build networks through international opportunity.
I hope that through these encounters we can see greater
levels of trust built between the people of the UK and the
people of the world. English is at the core of the British
Council’s work. It is enshrined in our Royal Charter as one
of the charitable purposes for which we were established,
to develop a wider knowledge of the English language.
Our English work across the world is focused on three
groups of people: policy-makers who want to improve
the prospects of their country and their people, teachers
who want to deliver the opportunities into the classroom
and learners who want the better life that learning Eng-
lish off ers. For example, we are working with governments
across the world helping to change the face of English-
medium education and improve employment prospects
for individuals and national prosperity through better in-
ternational engagement. For example, our work in India
since 2008 has already reached more than 17million learn-
ers there. We are helping teachers improve their own skills
and methodology as they take English into classrooms
across the world and providing advice on curriculum and
text book development. Our work in Rwanda is helping to
transform that countries’ economic development bring-
ing English into mainstream education. Here in Slovenia
we do three things: fi rstly, support very young learners of
English - and their parents - through LearnEnglishKids and
Learn English Family; secondly, support teachers of Eng-
lish through the range of materials available on Teaching
English. You can fi nd out more about this at http://learn-
english.britishcouncil.org/en/. Thirdly, we off er a range
of examinations that can help the very youngest learners,
to students who are going to study overseas and profes-
sionals working the private sector. UK examinations are
well known throughout the world for their high academic
standards and high quality. We off er a range of Cambridge
ESOL examinations at 4 levels, all of which are linked to
the Common European Framework of Reference for Lan-
guages, which is published by the Council of Europe.
Young people, students and professionals can choose ex-
ams for general English, English for studying abroad and
for immigration. Young children in primary school can take
exams or people in a legal or business career can enhance
their prospects by choosing an exam with us. We also off er
examinations in accountancy, management and business
administration. Some candidates take exams through us as
part of their distance learning course of degree with a UK
University. More information can be found at http://www.
britishcouncil.org/slovenia
2. What is the role of the BC?
The British Council is the UK’s international organisation
for cultural relations. Our role is bulid trust between the
people of the UK and the people of World. We do this by
working in the Arts, English and Education & Society. We
have offi ces in more than 100 countries across the world,
in over 220 cities and towns. Our organisation was found-
Interview with James Hampson,British Council SloveniaJasna Cepuder Sedmak
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ed in 1934 to help counter the rise of facist propaganda in
Europe. The founders of the British Council felt that culture
and education could play an important role in building
bridges between people. It did not stop what happened
next, but we went on to build a global network of offi ces
dedicated to developing strong relationships between
the UK and the countries of the world.
3. How do you see the role the BC in Slovenia and what
are your plans?
We’ve been in Slovenia since 1992. Our programme here
has changed a lot over the last 19 years. Obviously, the
context has changed greatly since then. The UK and Slo-
venia are political, economic and strategic partners in the
EU, NATO, OECD and the OSCE. Prime Minister Cameron
and Deputy Prime Minister Clegg’s meeting with Slove-
nia’s Prime Minister Pahor reaffi rmed the shared interests
between the two countries including EU Growth, budget
discipline and opportunities for bilateral economic invest-
ment. Our role today is to support, develop and enhance
the relationship between the UK and Slovenia at govern-
ment, institutional and people-to-people level. We will
prioritise our work in the Arts and continue to develop
our support in English. We will give Slovenia what it wants
most from us: access to the UK’s art and culture, our soci-
ety and ideas. Our work can can also help Slovenia to take
further steps to open up its economy through the creative
industries, its education system through English and its so-
ciety through the arts. Partnerships are really, very impor-
tant to us. The relationship between our two countries will
be better if we are working with partners, young people’s
opportunity to have international opportunities will be
greater if we are working with partnes and we can help
make a positive cultural and economic impact if people
are willing to partner with us. I want people to see us as
relevant to them and a gateway to engaging with the UK.
James Hampson I Director British Council Slovenia
T: +386 (0)1 300 2035 I M: +386 (0) 31 600049 I BCTN: 8477 1035
BlackBerry: jameshampson@mobitel.blackberry.com I BlackBerry
Messenger: JamesHampsonSlovenia
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Jezikovni center Mint International House že več let spo-
nzorira nagrade za najboljše na državnem tekmovanju.
Pogovarjali smo se z Mojco Hergouth Koletič, profesori-
co nemščine in angleščine in direktorico jezikovnega
centra Mint International House ter podpornico drža-
vnega tekmovanja iz angleščine.
1. Zakaj ste se odločili, da z nagradami podprete drža-
vno tekmovanje iz angleškega jezika?
Zato, ker je znanje zelo pomembno, in ker smo nadvse
veseli, ko vidimo »jezične« navdušence, ki vselej presežejo
pričakovanja svojih mentorjev in si nagrado resnično za-
služijo. Nagrade, ki jih podelimo, so spodbuda za nadaljnje
učenje, saj dijakom omogočimo brezplačno opravljanje
enega od Cambridge ESOL izpitov.
2. Zakaj ravno izpit Cambridge ESOL?
Univerza Cambridge je najboljša univerza na svetu, in tudi
izpiti Cambridge ESOL so podprti z izčrpnimi raziskavami
in analizami in so zato preverjeno natančni, ustrezni ter ob-
jektivni. Odlikuje jih tudi svetovna prepoznavnost, saj jih
priznavajo številne izobraževalne organizacije, univerze,
delodajalci, vladne službe in agencije kot dokaz znanja
jezika in s tem ti izpiti omogočajo tudi študij ali delo v
tujini. Mint International House in Britanski Svet sta v Slo-
veniji edina pooblaščena izpitna centra, kjer lahko opra-
vite izpit.
3. S čim v vašem jezikovnem centru še lahko pomagate
učencem, dijakom in študentom?
Ponudba je precej bogata, kjer lahko vsakdo najde kaj
zase: od konverzacij za dodatno nadgradnjo znanja z na-
tive speakerji, kakovostnih inštrukcij, ko zadostuje že nekaj
ur, do priprav na maturo, Cambridge izpitov in priprav na
izpite, ki jih vodijo pooblaščeni uradni izpraševalci, za piko
na i pa jih lahko pošljemo še na kakovosten tečaj v tujino.
4. Lahko pri vas dijaki in študenti pridobijo kakšno
kvalifi kacijo, ki omogoča delo doma ali v tujini?
Ja, zelo smo ponosni, da smo v Sloveniji ustanovili prvi in
doslej edini Teacher Training center pod okriljem Univerze
Cambridge, ki je namenjen mladim učiteljem in študentom
angleščine ob zaključku študija, pa tudi drugim študentom,
ki si med študijem vzamejo leto odmora ali celo dijakom, ki
takoj po maturi ne začnejo s študijem. Z odličnim znanjem
angleščine (ni nujno, da so študenti angleščine) pri nas la-
hko opravijo mednarodno kvalifi kacijo za poučevanje
angleščine (CELTA – Certifi cate in English Language teach-
Jezikovni center Mint
ing to adults) in se odpravijo za eno leto (ali več) poučevati
angleščino v tujino in si s tem naberejo dragocene izkušnje
za katerikoli kasnejši poklic;
5. Kako ocenjujete znanje angleščine in drugih tujih
jezikov v Sloveniji?
Znanje angleščine se iz leta v leto dviguje, k čemur, poleg
kakovostnega pouka, veliko prispevajo tudi mediji, inter-
net,... – svet je vse manjši, možnosti za komunikacijo v tu-
jem jeziku vse več in angleščina si je v nekaj desetletjih
utrdila status lingue france. Opažamo, da je več povpra-
ševanje po bolj specializiranih tečajih, kjer se prepletata
jezik in stroka. To je vsekakor izziv za učitelje angleščine. Pri
drugih jezikih pa žal, zaradi angleškega primata, opažamo
nazadovanje, kar ni dobro. Otroci in mladostniki se zado-
voljijo z angleščino, ostali jeziki se jim zdijo skoraj nepo-
trebni ali vsaj precej manj pomembni. Pa ni čisto tako: ne
smemo pozabiti, da se vsakdo raje pogovarja v svojem
jeziku in Francozi, Nemci, Španci, Italijani, Rusi ... vas bodo
mnogo hitreje sprejeli »za svoje«, če boste znali njihov
jezik, četudi bo znanje slabše od angleščine – pomembno
je sporočilo, s katerim priznavamo spoštovanje do druge-
ga jezika in kulture – samo pomislimo, kako smo veseli tu-
jcev, ki se potrudijo naučiti vsaj malo slovenščine!
Vsak jezik, ki ga znamo je pomemben. Znanje angleščine
postaja že samoumevno, pravo prednost pa bo predsta-
vljalo znanje še drugega in tretjega tujega jezika.
To be up-to-date with what is going on, visit our website: www.iatefl .si32
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