in magazine summer 2011

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

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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


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?


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


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



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)


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)


• 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.


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


THINGS YOU NEED:

• A handout with the titles of The Beatles’ songs (see below)


• Make enough photocopies for everybody to have one.


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


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.


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


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.


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


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.


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



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.


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.


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,


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,


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.


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”.


I love every single English lesson,

but I guess ma favourite one was

when we all drew each other

something for Christmas.


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.


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.




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


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.


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.


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,


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.


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,


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!)



Redno branje stripov

in knjig ter gledanje

fi lmov v angleščini.

Tjaš Debeljak,

Gimnazija Bežigrad



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.


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.


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.


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,


M n e n j a t e k m o v a l c e v


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.


4. V čem vidiš smisel tekmovanja iz angleškega jezika?


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.



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


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!”


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.


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


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.


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).


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.


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


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



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


Prvouvrščena tekmovalka Gaja Humar na OŠ skupaj s koordinatorico in direktorjem BC Slovenia


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



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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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


... 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.



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


... 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


... 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.



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.



Viktorija Blažeska, kategorija A3II. Gimnazija Maribor

mentor Emil Pečnik


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


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.



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


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: [email protected] I BlackBerry

Messenger: JamesHampsonSlovenia


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.

in magazine summer 2011

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