PREDMET: Engleski jezik ČAS BROJ: 1 ODELJENJE: DATUM: NASTAVNA TEMA: INTRODUCTION NASTAVNA JEDINICA: INTRODUCTION A – An unusual day TIP ČASA: utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - efikasno da komuniciraju o trenutnim i stalnim, svakodnevnim radnjama vezanim za život u školi i van nje VASPITNI CILJEVI Učenici: - razvijaju humana ose ćanja i navike i pozitivan odnos prema radu ZADACI Učenici će: - ponavlajti i uvežbavati present simple i present continuos - učiti, ponavljati i uvežbavati stativne glagole i njihovu upotrebu usmeno opisivanje slike, rad na tekstu – čitanje i odgovaranje na METODE I TEHNIKE RADA: kombinovani – usmeno pitanja / dopunjavanje rečenica OBLICI RADA: frontalni, individualni, u paru NASTAVNA SREDSTVA: udžbenik, CD KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Građansko vaspitanje, Srpski jezik UVODNI DEO: Pošto nastavnik pozdravi u čenike prvi put u ovoj školskoj godini, čas započinje neformalnim razgovorom sa učenicima I am happy to see you again? again? Are you happy to see me? me? Are you happy to be back to school school again? U nastavku uvodnog dela časa, nastavnik poziva u čenike da vide koje će se teme raditi ove školske godine (pro đe se kroz sadržaj) i kako je udžbenik organizovan (pro đe se kroz jedan ’UNIT’).
GLAVNI DEO: Aktivnost 1 – Udžbenik, strana 4, zadatak 1. Slušanje i čitanje priče. Pitanja i odgovori. Read and listen. Answer the questions. Comprehension. (Slušanje broj 1. 2)
Nastavnik kaže Look at the pictures on page 4. 4. Describe the people and say say what they are doing. Work Work with your partner. Ostavlja učenicima malo vremena da prou če i prodiskutuju slike, obilazi ih i sluša, ali se ne meša. Nakon toga učenici iznose svoje ideje, ostali slušaju i dopunjavaju. Za svaku sliku poziva drugog u čenika. Nastavnik poziva jednog učenika da pro čita pitanja naglas, pušta CD, u čenici slušaju i čitaju i na kraju odgovaraju na pitanja – usmeno, frontalno. Pošto odgovore na pitanja, nastavnik postavlja nova i pomaže What does ’fundraising day’ mean? (a day when people raise (collect) money for a particular purpose usually for charity) What does ’have a go’ mean? (to try to do something something - I’ve never played this game before, before, but I’ll have a go now. = I’ll try to play it now.) . Objašnjenja se pišu na tabli.
Odgovori: 1 Holly 2 Because they are having a fundraising day. 3 For their twin school in Kenya.
Aktivnost 2 – Udžbenik, strana 5, zadaci 3 a, b. Present tenses. (Zadaci 2 i 3c se ne rade) 3 a – Nastavnik daje instrukciju Try to complete the sentences in 3a without looking back at the story. Učenici dopunjavaju rečenice u parovima. Kada završe vra ćaju se na tekst i proveravaju – Now go back to the text and odeljenja. U čenici govore, nastavnik piše rešenja na tabli. Ukoliko odgovor check. Na kraju s radi provera na nivou odeljenja. nije tačan, nastavnik pita prvo u čenike da ga isprave, a sam daje odgovor samo u slu čaju da niko od u čenika ne pogodi. *Ovo je postupak koji će se primenjivati u svakoj proveri zadataka zajedno sa nastavnikom, te se u ostalim pripremama neće posebno objašnjavati. Samo će se napisati ’’Provera sa celim odeljenjem, uobi čajeno’’. Rešenje: 1 doesn’t ...go, has has 2 isn’t having, ’s going
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3 b – Nastavnik pita What are the two tenses? (present simple & present continuous) When do we use them? (present simple for repeated habitual actions, general truths and facts; prsent continuous for actions in progress, something that is happening happening at the moment of speaking, temporary arrangements) arrangements)
*Očekuje se da u čenici već znaju oblike i zna čenja present simple i present continuous-a. Nastavnik će ih zato samo ponoviti kroz primere koje piše na tabli: Present Simple
Present Continuous
1 Repeated, habitual actions:
1 Actions in progress, at the moment of speaking:
She plays tennis on Saturdays. He walks to school.
Look! It’s raining. A:Where’s Jane? B:She’s sweeping the kitchen floor.
2 General truths and facts
2 Temporary arrangements
Autumn begins in September. September. Susan speaks English fluently.
They’re having their meals in the kitchen during this cold weather. weather.
I live with my parents, parents, but I’m living with with my sister while her husband is away.
Aktivnost 3 – Udžbenik, strana 5, zadatak 4. Stativni glagoli. Stative verbs.
Nastavik poziva jednog učenika da pro čita instrukciju. U čenici čitaju tekst, pronalaze tražene re čenice koje zapisuju u svesci. Rade individualno ili u parovima, po izboru. Pošto prona đu tražene rečenice, učenici ih čitaju, nastavnik piše na tabli.
Reč enice: enice: 1 I want to be a TV presenter 2 We havent’t got any lessons today. 3 I think they’re enjoying it.
4 That looks brilliant. 5 Do you like drawing? Yes, I love it. 6 They need some new science equipment.
Nastavnik dalje navodi u čenike da prepoznaju glagolski oblik i donose zaklju čke. Postavlja pitanja i daje objašnjenja Which tense is used? (present simple) Why? Are t hey talking about something that is t rue only right now? (No) Are they talking about something that is true now, was true in the past and will be true in the future? (Yes) These verbs verbs are called ’stative verbs’ or ’state verbs’. They do not not express an action or an activity, but how things are.
Nastavnik može sa naprednijim učenicima, ili na dodatnoj nastavi, da proširi listu stativnih glagola tako što crta tabelu i popunjava samo prvu kolonu (Verbs of thinking, verbs of senses, verbs of possesion...) i upisuje po jedan primer za svaku vrstu glagola (boldirano). Poziva Poziva u čenike da se sete ostalih. Kako u čenici govore nastavnik upisuje glagole u odgovaraju će kolone. Ukoliko u čenici ne mogu da se sete, nastavnik ih dodaje sam. Objašnjava da glagoli koji su podvu čeni mogu da izražavaju i radnju, ali da tada menjaju svoje zna čenje i mogu da budu upotrebljeni u oba glagolska oblika. U prilogu (strana 4) uz ovu pripremu dati su primeri i kratke vežbe.
Verbs of thinking
believe, think , , doubt, guess, imagine, know, realise, suppose, understand, remember, mean, imagine, expect, hope
Verbs of the senses
hear, smell (=have a particular smell smell ) , , sound, taste, see
Verbs of possession
belong to, have (= possess), own, possess
Verbs of emotion
dislike, hate, prefer, regret, regret, want, need, deserve, agree agree
Verbs of appearance
appear, seem, look (=seem)
Other
contain, depend on, include, involve, consist of
(Zadaci 6 i 7 se ne rade.)
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3 b – Nastavnik pita What are the two tenses? (present simple & present continuous) When do we use them? (present simple for repeated habitual actions, general truths and facts; prsent continuous for actions in progress, something that is happening happening at the moment of speaking, temporary arrangements) arrangements)
*Očekuje se da u čenici već znaju oblike i zna čenja present simple i present continuous-a. Nastavnik će ih zato samo ponoviti kroz primere koje piše na tabli: Present Simple
Present Continuous
1 Repeated, habitual actions:
1 Actions in progress, at the moment of speaking:
She plays tennis on Saturdays. He walks to school.
Look! It’s raining. A:Where’s Jane? B:She’s sweeping the kitchen floor.
2 General truths and facts
2 Temporary arrangements
Autumn begins in September. September. Susan speaks English fluently.
They’re having their meals in the kitchen during this cold weather. weather.
I live with my parents, parents, but I’m living with with my sister while her husband is away.
Aktivnost 3 – Udžbenik, strana 5, zadatak 4. Stativni glagoli. Stative verbs.
Nastavik poziva jednog učenika da pro čita instrukciju. U čenici čitaju tekst, pronalaze tražene re čenice koje zapisuju u svesci. Rade individualno ili u parovima, po izboru. Pošto prona đu tražene rečenice, učenici ih čitaju, nastavnik piše na tabli.
Reč enice: enice: 1 I want to be a TV presenter 2 We havent’t got any lessons today. 3 I think they’re enjoying it.
4 That looks brilliant. 5 Do you like drawing? Yes, I love it. 6 They need some new science equipment.
Nastavnik dalje navodi u čenike da prepoznaju glagolski oblik i donose zaklju čke. Postavlja pitanja i daje objašnjenja Which tense is used? (present simple) Why? Are t hey talking about something that is t rue only right now? (No) Are they talking about something that is true now, was true in the past and will be true in the future? (Yes) These verbs verbs are called ’stative verbs’ or ’state verbs’. They do not not express an action or an activity, but how things are.
Nastavnik može sa naprednijim učenicima, ili na dodatnoj nastavi, da proširi listu stativnih glagola tako što crta tabelu i popunjava samo prvu kolonu (Verbs of thinking, verbs of senses, verbs of possesion...) i upisuje po jedan primer za svaku vrstu glagola (boldirano). Poziva Poziva u čenike da se sete ostalih. Kako u čenici govore nastavnik upisuje glagole u odgovaraju će kolone. Ukoliko u čenici ne mogu da se sete, nastavnik ih dodaje sam. Objašnjava da glagoli koji su podvu čeni mogu da izražavaju i radnju, ali da tada menjaju svoje zna čenje i mogu da budu upotrebljeni u oba glagolska oblika. U prilogu (strana 4) uz ovu pripremu dati su primeri i kratke vežbe.
Verbs of thinking
believe, think , , doubt, guess, imagine, know, realise, suppose, understand, remember, mean, imagine, expect, hope
Verbs of the senses
hear, smell (=have a particular smell smell ) , , sound, taste, see
Verbs of possession
belong to, have (= possess), own, possess
Verbs of emotion
dislike, hate, prefer, regret, regret, want, need, deserve, agree agree
Verbs of appearance
appear, seem, look (=seem)
Other
contain, depend on, include, involve, consist of
(Zadaci 6 i 7 se ne rade.)
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ZAVRŠNI DEO: Kratak osvrt na čas – What have you practised / learned? l earned? Domaći zadatak: udžbenik, strana 5, zadatak 5a.
ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: ____________________________________ ______________________________________________________ _____________________________________ ____________________________________ ___________________ __ ___ ____________________________________ ______________________________________________________ _____________________________________ ____________________________________ ___________________ __ ___ ____________________________________ ______________________________________________________ _____________________________________ ____________________________________ ___________________ __ ___ Sledeći put ću drugačije uraditi / promeniti: _____________________________________ ______________________________________________________ ____________________________________ _____________________________________ ___________________ _ ___ _____________________________________ ______________________________________________________ ____________________________________ _____________________________________ ___________________ _ ___ _____________________________________ ______________________________________________________ ____________________________________ _____________________________________ ___________________ _ ___ Opšta zapažanja: _____________________________________ ______________________________________________________ ____________________________________ _____________________________________ ___________________ _ ___ _____________________________________ ______________________________________________________ ____________________________________ _____________________________________ ___________________ _ ___ _____________________________________ ______________________________________________________ ____________________________________ _____________________________________ ___________________ _ ___
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Prilog Some verbs can be used in both simple and continuous tenses but they change their meaning. Read the examples and complete the sentences with the correct form of the verbs on the left. *see = know = meet
I see that you’re right. (I know that you are right. (pres. simp.)) I am seeing him a lot these days. (I’m meeting him a lot these days. (pres. cont.)) Now I (1)_______________ that she’s sick. My father (2)_______________ him tomorrow morning. She has three sisters now. (She’s got three sisters now. (pres. simp.)) They are having breakfast now. (They’re eating ... (pres, cont.)) They usually (3)_______________ breakfast at this time of the day. They (4) _______________ a good time at the seaside. We (5)_______________ a nice house now. I think she’s beautiful. (My opinion/impression is that she is beautiful. (pres.
*have = possess = action
*think = have opinion simp.)) = use your mind
What are you thinking about now? (think=mental activity; (pres. cont.)) What (6)_______________ (you) about him now? (7)_______________ (she) of me now?
*smell = have a This flower smells nice. (This flower has a nice smell. ( pres. simp.)) particular smell = notice sb/sth by using your nose What are you doing? I’m smelling the flower.(I’m trying to notice its smell. (pres. cont.)) I always (8)_______________ perfumes before buying them. The room (9)_______________ nice now. He (10)_______________ the cheese, he thinks it’s not good. *taste = have a The soup tastes good. (The soup has a good taste. (pres. simp.)) particular flavour = notice the flavour He is tasting the soup. (He’s trying to feel its taste. (pres. cont.)) of food or drink He (11)_______________ everything he cooks. This cake (12)_______________ delicious. She (13)_______________ the cake now. You look tired now. (You seem to be tired. (pres. simp.)) *look = seem, appear = turn eyes in a particular direction She’s looking at the shop window. (She wants to see something. (pres. cont.)) in order to see They (14)_______________ really miserable now. They (15)_______________ at something. *appear = seem He appears to be happy now. (He seems to be happy. (pres. simp.)) = come (into sight) Look! Tom is appearing with his wife. (He’s coming with his wife. ( pres. cont.)) He always (16)_______________ with someone. She (17)_______________ to have a problem now. He (18)_______________ at the Fortune Theatre nexr week.
Rešenja: 1 see 2 ’s (is) seeing 3 have 4 ’re (are) having 5 have 6 do you think 7 Is she thinking 8 smell 9 smells 10 ’s (is) smelling 11 tastes 12 tastes 13 ’s (is) tasting 14 look 15 ’re (are) looking 16 appears 17 appears 18 ’s (is) appearing
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PREDMET: Engleski jezik ČAS BROJ: 2 ODELJENJE: DATUM: NASTAVNA TEMA: INTRODUCTION NASTAVNA JEDINICA: INTRODUCTION B – Kids TIP ČASA: utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - da komuniciraju o odlukama, planovima, namerama i predvi đanjima (prognozama) vezanim za budu ćnost VASPITNI CILJEVI Učenici: - razvijaju pozitivan odnos prema radu ZADACI Učenici će: - ponavlajti i uvežbavati will i going to kroz aktivnosti vezane za tekst METODE I TEHNIKE RADA: kombinovani – slušanje i povezivanje / proveravanje, dopunjavanje re čenica po sećanju, čitanje i dopunjavanje re čenica, dopunjavanje re čenica odgovaraju ćim oblikom glagola OBLICI RADA: frontalni, individualni, u paru NASTAVNA SREDSTVA: udžbenik, CD KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Građansko vaspitanje, Srpski jezik UVODNI DEO: Provera domaćeg zadatka – Udžbenik, strana 5, zadatak 5 b. Slušanje i proveravanje. Listen and check. (Slušanje broj 1. 3)
Nastavnik pušta CD, učenici slušaju i proveravaju individualno. Nakon toga sledi provera sa celim odeljenjem.
Rešenje: 1 play 2 aren’t playing 3 are cooking 4 are selling 5 are enjoying 6 am not doing 7 am having 8 is cooking 9 is helping 10 teaches 11 think 12 want
GLAVNI DEO: Aktivnost 1 – Udžbenik, strana 6, zadatak 1. Slušanje i čitanje priče. Pitanja i odgovori. Read and listen. Who are the main characters? (Slušanje broj 1. 6)
Nastavnik kaže Look at the pictures on page 6. Describe the people and say where tha are and what might be happening. Work with your partner. Ostavlja učenicima malo vremena da prou če i prodiskutuju slike, obilazi ih i sluša, ali se ne meša. Nakon toga u čenici iznose svoje ideje, ostali slušaju i dopunjavaju. Za svaku sliku poziva drugog učenika. Nastavnik poziva jednog učenika da pročita instrukciju naglas i dodaje Listen, read and label the first picture with names of the chracters. Pušta CD, učenici slušaju, čitaju i zapisuju imena likova indidvidualno. Upoređuju sa svojim parom pre provere koja se radi na nivou odeljenja, uobi čajeno.
Aktivnost 2 – Udžbenik, strana 7, zadatak 4a. Razgovor o budu ćim radnjama. Talking about the future. Rules and examples.
Nastavnik na tabli piše i proverava da li u čenici razumeju formulacije:
1 Plans and intentions: 2 A definite future / a prediction based on present facts: 3 General statements about the future /predictions based on personal fee lings and opinions: 4 Immediate decisions:
U nastavku, nastavnik pokazuje prvu stavku i postavlja pitanje Which verb form do we use for this- ’going to’ or ’will’? And for this?, pokazuje drugu stavku i tako redom do kraja. Nastavnik piše ta čne odgovore pored stavki.
Rešenje: 1, 2 going to
3, 4 will
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Učenici se vraćaju na tekst i dopunjavaju re čenice u zadatku 4a odgovaraju ćim rečima – Complete the sentences from the story. Rade u paru, Provera sa celim odeljenjem.
1 ’m going to do
2 ’s going to rain
3 will be
4 ’ll ask
Aktivnost 3 – Udžbenik, strana 7, zadatak 5a. Glagoli u zagradi. Use the correct form of will or going to and the cerbs in brackets.
Nastavnik poziva jednog učenika da pročita instrukciju. Učenici rade u parovima. Nastavnik obilazi i oimaže sporijim učenicima. Provera se radi u završnom delu časa.
ZAVRŠNI DEO:
Nastavnik kaže Listen and check, pušta CD (slušanje broj 1. 8). U čenici prate i proveravaju. Na kraju se radi provera sa celim odeljenjem. Rešenja se pišu na tabli kako bi u čenici mogli da isprave eventualne greške u pisanju.
Rešenje: 2 ’m going to revise 3 ’ll meet 4 ’s going to snow 5 ’ll ring 6 ’m going to have, will be
Domaći zadatak: radna sveska, strane 2, 3, svi zadaci. *Nastavnik može da pripremi ili odredi grupu u čenika koja će pripremiti proveru i ispravak doma ćeg zadatka u PowerPoint-u, s tim što su u obavezi da je donesu nastavniku na uvid najmanje jedan dan pre narednog časa kako bi mogle da se izvrše eventualne korekcije. Nastavnik može za svaki doma ći zadatak ovakvog tipa da zaduži različite učenike, odnosno grupe u čenika, tako da svi imaju šansu da daju svoj doprinos.
ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ Sledeći put ću drugačije uraditi / promeniti: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ Opšta zapažanja: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___
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PREDMET: Engleski jezik ČAS BROJ: 3 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 1 - PAST AND PRESENT NASTAVNA JEDINICA: UNIT 1 A – The iceman TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - da prepoznaju i imenuju materijale od kojih se prave predmeti i opisuju doga đaje iz prošlosti VASPITNI CILJEVI Učenici: - razvijaju interesovanje za arheološka istraživanja i pronalaske i razumeju njihov zna čaj u smislu boljeg sagledavanja i razumevanja razvoja ljudske vrste i života na zemlji kroz vekove ZADACI Učenici će: - učiti i uvežbavati vokabular koji se odnosi na materijale - čitati tekst, odgovarati na pitaja i raditi zadatke vezane za vokabular - govoriti o pročitanom tekstu po sećanju METODE I TEHNIKE RADA: kombinovani – razvrstavanje reči po odre đenom kriterijumu, izvođenje novih reči od postojećih, pogađanje odgovora na osnovu slike, rad na tekstu – čitanje i razumevanje suštine / obeležavanje predmeta, diskusija, prepri čavanje OBLICI RADA: frontalni, individualni, u paru NASTAVNA SREDSTVA: udžbenik, CD, radna sveska, salveta, lenjir, majica KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Istorija, Srpski jezik UVODNI DEO: Provera domaćeg zadatka – uobi čajeno ili uz pomo ć PowerPoint prezentacije ako je pripremljena.
GLAVNI DEO: Aktivnost 1 – Udžbenik, strana 8, zadaci 1 a, b, c. Materijali. Razvrstavanje i pravlenje novih re či. Vocabulary – materials. 1 a – Nastavnik crta tabelu sa upisanim zaglavljima. U čenici je crtaju u sveskama. Nastavnik daje objašnjenje za reči koje učenicima nisu poznate ukoliko im re čnici nisu distupni. kinds of metal copper silver steel gold iron
come from plants cotton paper rubber wood
come from animals wool silk leather
used for making clothes plastic silk cotton leather wool rubber polyester
1 b – Nastavnik pokazuje kako se od dve reči dobija složenica. Poziva u čenike da pročitaju primere Read the examples in the exercise. Kada pročitaju, nastavnik podiže salvetu i kaže Look! It’s a napkin.It’s made of paper. It’s a ... (pravi pauzu da bi u čenici završili) paper napkin , piše na tabli. Podiže lenjir i pozive jednog u čenika da da objašnjenje po modelu koji je dat u udžbeniku i koji je nastavnik upravo izgovorio. (It’s a ruler. It’s made of plastic. It’s a ... (plastic ruler) Isti je postupak za majicu. Tražena re č je cotton T’shirt. 1 c – Nastavnik formira grupe – parovi se okreću i formiraju se grupe od po četiri člana. Nastavnik daje instrukciju Think of something for each material and write out a list. You’ve got 5 minutes to complete the task. Kada istekne vreme nastavnik poziva grupe da kažu koliko su primera smislili. Grupa koja je smislila najviše primera čita svoju listu i pišu na tabli. Ostali slušaju, ispravljaju i dodaju ono što je razli čito. Mogući odgovori: plasic cups, cotton shirt, stone wall, woollen jumper, copper wire, wooden spoon, silver ring, paper cup, leather jacket, silver ring, iron bridge, silk scarf, steel pipe, glass table, polyester T’shirt, rubber boots, gold necklace
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Aktivnost 2 – Udžbenik, strana 8, zadaci 2 a, b, c. Rad na tekstu. Read and listen. Answer the questions. Label the pictures. Comprehension. (Slušanje broj 1. 11) 2 a – Učenici se vraćaju u parove. Nastavnik kaže Look at the pictures and guess the answers to the questions. Talk to your partner. Učenici diskutuju i zapisuju svoje ideje. Nastavnik obilazi, prati, podsti če, ali se ne meša. Kada završe poziva ih da iznesu svoje ideje i zapisuje ih na tabli. 2 b – Jedan učenik čita instrukciju. Nastavnik pušta CD. U čenici slušaju i proveravaju svoje odgovore. Nakon slušanja, razvija se diskusija o predloženim idejama koje nisu bile ta čne Why did you think this? Odgovori: He was a Stone Age man who lived 5, 300 years ago. He probably died taking his sheep to the mountains.
2 c – Nastavnik daje instrukciju Read the text and label the picture. Work individually and compare your answers when you have finished. Provera se radi na nivou celog odeljenja. Odgovori: 1 arrows 2 cloak 3 leather boots
*Sporiji učenici će ovaj zadatak raditi zajedno sa
4 wooden tools 5 copper axe 6 knife 7 bow
nastavnikom, u grupi.
ZAVRŠNI DEO:
Govorna vežba – Close your books. What facts can you remember about Őtzi? jedan učenik govori, ostali slušaju, dodaju i ispravljaju.
*Bitno je napomenuti u čenicima da ne ispravljaju drugoga dok govori, ve ć da sačekaju da završi i onda kažu šta žele. Domaći zadatak: radna sveska, strana 4, zadaci 1, 2 i 3.
ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ Sledeći put ću drugačije uraditi / promeniti: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ Opšta zapažanja: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___
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PREDMET: Engleski jezik ČAS BROJ: 4 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 1 - PAST AND PRESENT NASTAVNA JEDINICA: UNIT 1 A – The iceman TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - efikasno da komuniciraju o prošlosti VASPITNI CILJEVI Učenici: - razvijaju interesovanje i ljubav prema istoriji – ’’Istorija je u čiteljica života’’ ZADACI Učenici će: - uvežbavati glagolske oblike past simple i past continuous - čitati tekst, dopunjavati rečenice i formulisati pravila - raditi aktivnost kooperativnog pisanja zasnovanog na tekstu METODE I TEHNIKE RADA: kombinovani – dopunjavanje rečenica po smislu, usmeno objašnjenje, pisanje rečenica po sećanju, dopunjavanje re čenica glagolima u odre đenim glagolski oblicima OBLICI RADA: frontalni, individualni, u paru, grupni NASTAVNA SREDSTVA: udžbenik, CD, radna sveska KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Istorija, Srpski jezik UVODNI DEO: Provera domaćeg zadatka. Ova provera DZ bi će organizovana kao uzajamno ocenjivanje u čenika (peer correction and evaluation). Nastavnik čita i piše rešenja na tabli, u čenici razmenjuju radne sveske, proveravaju i ispravljaju greške, za svaki ta čan odgovor daju po jedan poen. Na kraju dobijaju kriterijum ocenjivanja po kome će oceniti svog para. Kriterijum ocenjivanja: 7 – 9 points – OK, 10 – 13 points – good, 14 – 16 points – very good, 17 – 19 points, excellent
GLAVNI DEO: Aktivnost 1 – Udžbenik, strana 9, zadaci 3 a, b. Čitanje i dopunjavanje rečenica + formulisanje pravila. Grammar – Past Simple, Past Continuous. 3 a – Nastavnik daje instrukciju Cover page 8 and complete the sentences. They don’t have to be exactly the same as in the article, but they should make sense. The missing words must be verbs referring to the past. Work with you partner. Učenici dopunjavaju re čenice, nastavnik obilazi, podsti če, komentariše i pomaže po potrebi. Nekoliko učenika čita svoje predloge. Nastavnik podsti če ostale da prokomentarišu koliko su ponu đeni predlozi odgovarajući. What do you think about this suggestion? Is it suitable? Why? Why not? Posle diskusije, učenici se vraćaju na tekst i upore đuju svoje predloge. Odgovori: 1 were walking, saw
2 stopped, looked
3 b – Jedan učenik čita instrukciju. Rade individualno, upore đuju odgovore sa svojim parom. Provera uobi čajeno, s tim što nastavnik postavlja dodatna pitanja i daje primere: Which tense do we use for states and actions that happened at a particular time in the past? (Past Simple) Which time expressions are usually used with it? (yesterday, last, ago, in 1896, on Monday, in January... Which tense do we use to say that someone was in the middle of an action or situation at a certain time in the past? At nine o’clock, I was watching TV.) (Past Continuous) ( When do we use the past simple and the past continuous together? (When a completed action – past simple comes in the middle of an uncompleted one – past continuous) (She was running down the street when she saw Tom.) What do we use to talk about two simultaneous actions in the past?(Past Continuous) (While I was sleeping she was playing a computer game).
*S obzirom da su u čenici već radili ove glagolske oblike, nastavnik se ne će zadržavati na zadatku 4.
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Aktivnost 2 – Udžbenik, strana 9, zadatak 6. Kooperativno pisanje. Write three true sentences about these people.
Nastavnik formira veće grupe, kaže im da sednu krug i ponesu prazan papir i olovku. Nastavnik napiše primer iz udžbenika na tabli i kaže Write another, similar true sentence about the tourists at the top of the page. When you hear ’switch’ pass the paper to the student on your left. You have to correct the sentence written by the student who has passed the paper to you and write a true sentence about Őtzi. Kada završe nastavnik ponovo kaže ’Switch’ i nastavlja sa instrukcijom Pass the paper to the student on your left again. Correct the sentence about Őtzi, and write a true sentence about the archeologists. Postupak se nastavlja sve dok svaki u čenik na svom papiru ne bude imao po tri re čenice za sve. Papiri se stavljaju na zid tako da nastavnik i učenici mogu da ih pregledaju i eventualno isprave. Dok u čenici rade, nastavnik po potrebi pomaže.
Aktivnost 3 – Udžbenik, strana 9, zadatak 7a. Glagoli u zagradi – dopunjavanje re čenica- intervju. Put the verbs in brackets into the past simple or past continuous.
Nastavnik kaže Read the instruction in 7a. Complete the interview with your partner. Učenici rade, nastavnik obilazi, prati, po potrebi pomaže. Provera se radi u završnom delu časa.
ZAVRŠNI DEO:
Nastavnik kaže Listen and check, pušta CD (slušanje broj 1. 13). U čenici prate i proveravaju. Na kraju se radi provera sa celim odeljenjem. Rešenja se pišu na tabli kako bi u čenici mogli da isprave eventualne greške u pisanju.
Rešenje: 1 did ... die 2 Did ... have 3 din’t fall 4 didn’t know 5 X-rayed 6 saw 7 was 8 did ... kill 9 happened 10 was taking 11 attacked 12 escaped 13 was running away 14 shot 15 ran 16 lay down 17 was lying 18 started 19 froze
*Zadatk 8 će se raditi na narednom času.
Domaći zadatak: radna sveska, strana 5, zadaci 4, 5 i 6 ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ Sledeći put ću drugačije uraditi / promeniti: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ Opšta zapažanja: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___
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PREDMET: Engleski jezik ČAS BROJ: 5 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 1 - PAST AND PRESENT NASTAVNA JEDINICA: UNIT 1 B – We used to be rivals TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - da komuniciraju o svakodnevnim doga đajima iz prošlosti (koji su nekada bili, a sada više nisu) VASPITNI CILJEVI Učenici: - prepoznaju značaj stvaranja dobrih me đuljudskih odnosa ZADACI Učenici će: - slušati i govoriti o razlikama u dva razli čita perioda Kamenog doba - slušati i čitati priču o tome šta su glavni junaci nekada radili a sada više ne - učiti i uvežbavati jezi čku strukturu ’used to’ - govoriti šta su sami nekada radili, a sada više ne METODE I TEHNIKE RADA: kombinovani – slušanje i odgovaranje na pitanja, razgovor o slikama, rad na tekstu – slušanje i čitanje i odgovaranje na pitanja / dopunjavanje re čenica, razgovor o li čnim iskustvima OBLICI RADA: frontalni, individualni, u paru NASTAVNA SREDSTVA: udžbenik, CD, radna sveska KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Građansko vaspitanje UVODNI DEO:
Provera domaćeg zadatka se radi na na čin kako je ra đena na času broj 4.
Kriterijum ocenjivanja: 11 – 14 points – OK, 15 – 20 points – good, 21 – 24 points – very good, 25 – 28 points, excellent
Govorna vežba – Udžbenik strana 9, zadatak 8. Slušanje i odgovaranje na pitanja. Listen and answer the questions. (Slušanje broj 1. 14). Ova aktivnost je, uz doma ći zadatak, kratka revizija onoga što se radilo na prethodnom času.
Nastavnik daje uvod u aktivnost i instrukciju– Archeologists usually divide the Stone Age into the Old Stone Age and the New Stone Age. Listen to a talk about the Stone Age and write down your answers. Učenici rade individualno, upore đuju odgovore sa parom. Provera sa celim odeljenjem. Na svako pitanje drugi u čenik daje odgovor. Odgovori: 1 Old Stone Age people didn’t live in the same place all the time. 2 Around 4000 BC in the Middle East. 3 From the new Stone Age – around 3000 BC (the Old Stone Age lasted to 4000 BC). 4 Wood and animal bones. 5 They grew corn, kept animals, started to build towns and villages.
GLAVNI DEO: Aktivnost 1 – Udžbenik, strana 10, zadatak 1. Čitanje i odgovaranje na pitanja. Razgovor o slikama. Read, listen and answer the questions. (Slušanje broj 1. 15)
Nastavnik započinje priču o slikama Look at the pictures. Who are these people? (Sweet Sue and Smart Alec.) What do they do?(They’re private detectives.) Do they like each other? (No.) Is it good to work with someone you don’t like? (No.) Read what Jack Snoop says in picture 1. Who does he work for? (Newstime TV) Do you think Smart Alec and Sweet Sue will sort out their problems? (Maybe yes, maybe no.) Nastavnik polako usmerava učenike na tekst. Read the questions in 1. What do you think the answers are? Nekoliko učenika iznosi svoje ideje. Nastavnik ih piše na tabli. Read, listen and answer the questions. Učenici rade individualno, upore đuju odgovore sa svojim parom, provera na nivou odeljenja, uobi čajeno. Nastavnik
obilazi i pomaže.
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Odgovori: 1 Jack Snoop, a TV reporter
2 Yes, they do.
3 No, they don’t.
4 He says he’s a builder. He can build them a new office.
Nastavnik vraća učenike na odgovore koje su dali pre slušanja i čitanja da ih uporede sa odgovorima posle slušanja i čitanja.
Aktivnost 2 – Udžbenik, strana 11, zadatak 2. Čitanje i dopunjavanje rečenica. Read and complete the sentences.
Nastavnik daje instrukciju Read the story and complete the sentences with the correct names. Work individually and compare your answers with your partner. Postupak isti kako kod aktivnosti 1.
Odgovori: 1 Jack Snoop 2 Sweet Sue and Smart Alec 3 Sweet Sue 4 Smart Alec 5 Smart Alec 6 Sweet Sue 7 Smart Alec 8 Sweet Sue 9 Jack Snoop 10 Sweet Sue and Smart Alec
Aktivnost 3 – Razgovor o starim i novim navikama. What did they use to do?
Nastavnik kaže Go back to your answers. Which one tells you about something that Smart Alec did in the past, but now he doesn’t. (sentence 5) Find the sentence which says what Jack Snoop did in the past, but now he doesn’t. (sentence 9). Rečenice se pišu na tabli, jedna ispod druge, podvla či se oblik used to. Nastavnik nastavlja - Which sentence in the story tells you what Sweet Sue did in the past, but now she can’t. (She used to wear nice cotton tops.)
ZAVRŠNI DEO:
U ovom delu časa, učenici će govoriti o sebi. Can you think of two or three things you did in the past, but now you don’t. Talk to your partner. Nastavnik daje svoje primere Let me give you my personal examples – I used to smoke. I used to make birthday parties. I used to go to disco clubs. Učenici jedni drugima govore o sebi. Nastavnik obilazi, sluša, postavlja pitanja, podsti če. Na samom kraju će, oni koji žele, podeliti svoje iskustvo iz prošlosti sa drugima.
Domaći zadatak - dva doma ća zadatka (učenici ne biraju, već rade oba): radna sveska, strana 6, zadatak 1 Think about the ways Sweet Sue and Smart Alec can sort out their problems. What can they do? (Kod ovog domaćeg zadatka, koji je zapravo ’problem solving task’, nastavnik predlaže da se u čenici udruže i naprave skeč, dijalog, emisiju, rubriku ’Draga Saveta’ ili tome sli čno.
ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ Sledeći put ću drugačije uraditi / promeniti: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ Opšta zapažanja: ____________________________________________________________________________________________ ___
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PREDMET: Engleski jezik ČAS BROJ: 6 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 1 - PAST AND PRESENT NASTAVNA JEDINICA: UNIT 1 B – We used to be rivals TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - da komuniciraju o navikama iz proslosti koriste ći novu jezičku strukturu ’used to’ VASPITNI CILJEVI Učenici: - razvijaju tolerantan odnos prema članovima kolektiva i razumeju da se dobri me đuljudski odnosi stavarju dogovaranjem ZADACI Učenici će: - pokazati kako se mogu rešiti problemi međuljudskih odnosa - uvežbavati jezičku strukturu ’used to’, potvrdni, upitni i odrični oblik - praviti intervju koristeći ’used to’ METODE I TEHNIKE RADA: kombinovani – čitanje i dopunjavanje re čenica / pronalaženje traženih re čenica , sastavljanje rečenica od zadatih re či, upoređivanje i uočavanje razlika, igranje uloga - inetrvju, OBLICI RADA: frontalni, individualni, u paru NASTAVNA SREDSTVA: udžbenik, CD, radna sveska KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Građansko vaspitanje UVODNI DEO:
Provera domaćeg zadatka iz radne sveske, uobi čajeno. Kako Smart Alek i Svit Su mogu da reše svoje probleme – u čenici predstavljaju svoje na čine rešavanja problema. Dok jedna grupa govori, ostali slušaju komentarišu i dopunjavaju. Nastavnik postavlja pitanja What do you think about this way? Is it really possible to solve the problem in this way? Would you like to add something to this? Do you think this might change their relationship? i slično.
GLAVNI DEO: Aktivnost 1 – Udžbenik, strana 11, zadataci 3 a, b, c. Čitanje i dopunjavanje re čenica. Complete the sentences from the story. Find negative forms and questions. 3 a – Nastavnik kaže Complete the sentences without looking at the text. When you have finished, check your answers in the text. Work with your partner. Učenici rade, nastavnik obilazi i prati. Provera se radi sa celim odeljenjem. nastavnik na tabli piše naslov i re čenice koje učenici čitaju. √ -
Used to ... √
1 They used to be rivals, but now they work together. 2 Smart Alec used to play golf in the office, but he doesn’t do it now.
simbol za potvrdni oblik ? – simbol za upitni oblik x – simbol za odri čni oblik
Nastavnik navodi učenike da formulišu pravilo za upotrebu – They were rivals, and now they aren’t. Rephrase sentence two in the same way (He played golf in the office and now he doesn’t) What’s the rule? Nastavnik pomaže We use ’used to’ to talk about something that we ....... in the past, but now we ....... . Piše ovu rečenicu na tabli. Učenici je dopunjavaju sa did i don’t.
3 b – Jedan učenik čita instrukciju. Učenici traže rečenicu i pročitaju je naglas. Nastavnik je piše na tabli odmah ispod potvrdnog oblika. Kada napiše ovu re čenicu, kaže Now, make this sentence negative – He used to trhow litter on the floor. Učenici izgovaraju odri čni oblik, nastavnik piše na tabli. Formuliše se pravilo – How do we make the negative of ’used to’? x 1 Sweet Sue didn’t use to put the things away. 2 He didn’t use to throw litter on the floor.
Rule: didn’t + use to + verb (the same as with all verbs, there’s no –d in use in the negative)
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3 c – Postupak isti kao u 3 a. Re čenice se pišu na tabli (odmah ispod odri čnog oblika) i formuliše se pravilo – How do we make questions of ’used to’? ? 1 Did you use to have your own office? 2 What did he use to do before he became a reporter?
Rule: did + subject + use to + verb (the same as with all verbs, there’s no –d in use in the negative)
Aktivnost 2 – Udžbenik, strana 11, zadatak 4. Sastavljanje rečenica od zadatih re či.
Jedan učenik čita instrukciju i primer. Rade u paru. Nastavnik prati i pomaže po potrebi. Provera uobi čajeno.
Odgovori: 2 She didn’t use to share an office with Smart Alec. 3 She didn’t use to wear thick woolen jumpers. 4 She used to leave things on the floor.
5 She used to work in a quiet office. 6 Her office used to have yellow walls. 7She didn’t use to put things away.
Aktivnost 3 – Udžbenik, strana 11, zadatak 5. (Izmenjeno u odnosu na udžbenik.) Make an interview. Role play.
Nastavnik daje instrukciju – Decide who of you is A and who is B. Učenici se dogovore ko će biti osoba A a ko osoba B. daje se nova instrukcija - You are going to make an inetrview With Smart Alec. Person A is a journalist and person B is Smart Alec. Look at the pictures when Smart Alec was younger. Journalists have to ask seven questions about these things - appearance, clothes, colour car, musical instrument, place of living, what he did there, kind of music he listened to (pišu se na tabli). Those who are Smart Alec have to answer the questions giving as many details as possible. Look at the picture in task 5. Nastavnik radi prvo pitanje zajedno sa učenicima kao primer (usmeno):
Nastavnik: What did you use to look like? U če nik: I used to be fatter.I used to wear glasses. I also used to wear longer hair and a beard. Mogući intervju: J: What did you use to look like? SA: I used to be fatter.I used to wear glasses. I also used to wear longer hair and a beard. J: What kind of clothes did you use to wear? SA: I used to wear casual clothes. J: What colour car did you use to drive? SA: I used to drive a blue car. Dok učenici rade, nastavnik obilazi i pomaže sporijim J: What musical instrument did you use to play? učenicima. Provera će se raditi u završnom delu časa. SA: I used to play the guitar. J: Where did you use to live? SA: I used to live in Sidney, Australia? J: What did you use to do there? SA: I used to go surfing. J: What kind of music did you use to listen to? SA: I used to listen to pop music.
ZAVRŠNI DEO: Učenici izvode svoj inervju (ili ga čitaju). Ostali slušaju, dodaju, ispravljaju. *Zadatak 6 se ne će raditi na času. Učenici će ga uraditi kao doma ći zadatak.
Domaći zadatak: 1. Radna sveska, strana 6, zadatak 2 i strana 7, zadaci 3 i 4. 2. Udžbenik, strana 11, zadatak 6a.
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ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ Sledeći put ću drugačije uraditi / promeniti: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ Opšta zapažanja: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___
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PREDMET: Engleski jezik ČAS BROJ: 7 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 1 - PAST AND PRESENT NASTAVNA JEDINICA: UNIT 1 C - Clothes TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - da imenuju delove ode će i opisuju dizajn ( jednobojna majica, karirana košulja, košulja kratkih rukava, špicaste cipele, zvonaste pantalone ...)
VASPITNI CILJEVI Učenici: - razvijaju kulturu pristojnog odevanja poštuju ći različite stilove i ukuse ZADACI Učenici će: - učiti i uvežbavati imenice i prideve vezane za ode ću i dizajn - pogađati osobe na osnovu opisa ode će METODE I TEHNIKE RADA: kombinovani – izlistavanje određenih reči, objašnjenje, ispravljanje grešaka, slušanje i ponavljanje (dril), poga đanje na osnovu opisa OBLICI RADA: frontalni, individualni, u paru, grupno, timski NASTAVNA SREDSTVA: udžbenik, CD, radna sveska KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Građansko vaspitanje UVODNI DEO:
Provera domaćeg zadatka iz radne sveske, uobi čajeno. Učenici čitaju svoje rečenice – How has your life changed? Dogovor oko projekta. Teme su The story of England (polazna osnova je tekst u udžbeniku, strana 16) i An important event in the history of your country (uputstvo u udžbeniku, strana 19 – write your project). U čenici biraju temu i rade individualno ili grupno, kako žele. O na činu izrade i prezentacije projekta odlu čuju sami (poster, PowerPoint prezentacija, intervju, ske č, radio ili TV emisija ...). Projekat mora da bude gotov do časa broj 12 kada će se predstavljati. Mogu da koriste razne izvore informacija. U obavezi su da u me đuvremenu dok ga rade dolaze na konsultacije kod nastavnika. Ovo je postupak koji će se primenjivati kod svakog dogovora oko projekta, te će u drugim pripremama bit samo navedeno ’Dogovor oko projekta kako je objašnjeno u pripremi broj 7’.
GLAVNI DEO: Aktivnost 1 – Udžbenik, strana 12, zadaci 1a, b, c. Opisivanje odeće. Describing clothes. 1 a – Uvod. Imenovanje ode će koja je već poznata. Make a list of items of clothes you know.
Nastavnik podeli učenike u grupe (tri do četiri učenkau svakoj) i kaže Make a list of items of clothing you know. You have three minutes to do this. Učenici rade, nastavnik obilazi, ali se ne meša. Provera uobi čajeno. Grupa koja ima najviše ta čnih odgovor je pobednik. U nastavku u čenici imenuju delove ode će koji su u množini, nastavnik traži i daje dodatna ojašnjenja - Which of the nouns are used in plural forms? (trousers, shorts, tights, pyjamas...). Can we say ’I’ve got two trousers’?(No) What can we say? (two pairs of trousers) i
piše na tabli: 1 How many pairs of pyjamas have you got? (NOT: How many pyjamas) 2 There are two pairs of trousers on the chair. (NOT: two trousers)
Nastavnik navodi primere sa ’glasses’. Prvo daje neta čan, a onda traži od u čenika da daju ta čnu rečenicu. Ako ne mogu da se sete, radi je sam. Daje jos jedan primer sa ’ shorts’ – How can we say ’one’?
* I need a new glasses. (incorrect) I need a new pair of glasses. (correct)
*She’s got a new shorts. (incorrect) She’s got a new pair of shorts. (correct)
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1 b – Slušanje, čitanje i ponavljanje re či. Listen, read and repeat. (Slušanje broj 1. 17)
Jedan učenik čita instrukciju. Nastavnik pušta CD, u čenici slušaju, čitaju i ponavljaju. Nastavnik pušta CD ponovo i pravi pauzu iza svake stavke. Učenici zatim govore imena u čenika koji na sebi imaju ode ću takvog dizajna.
Primer: CD: plain
U če nik: (Ivan) is wearing a plain T- shirt.
Ako ni jedan u čenik na sebi nema takvu ode ću, učenici npr. kažu Nobody is wearing anything baggy.
1 c – Izlistavanje prideva kojima se opisuje ode ća. Make a list of adjectives used for describing clothes.
Jedan učenik izlazi ispred table. Nastavnik kaže – Shout out other adjectives to describe clothing for (Ivan) to write them on the board. Učenik koji je pozvan ispred table zapisuje prideve koje ostali govore. Nastavnik prati, u slučaju greške u pisanju traži od ostalih da je isprave.
Aktivnost 2 – Udžbenik, strana 12, zadatak 1d. Igra pogađanja. Listen and guess.
Nastavnik podeli učenike u dva tima – tim A i tim B. Postupak:
Učenik iz tima A šapne učeniku iz tima B ime osobe koju treba da opiše svom timu. Osoba koja se opisuje može da bude iz bilo kog tima. Ako učenik koji je šapnuo ime osobe ne sme da kaže svom timu koja je to osoba. U slu čaju da niko iz tima B ne može da pogodi o kojoj osobi je re č, pogađa tim A. U drugom krugu u čenik iz Tima B šapu će učeniku iz tima A koju osobu da opiše i dalje je sve isto. Igra se dok svaki tim ne opiše / pogodi tri osobe. *U nekom delu časa, kada nastavnik proceni da je zgodno, bitno je ista ći da učenici ne smeju da se smeju ili rugaju jedni drugima zbog onoga što na sebi imaju - We all have different styles, but it’s a matter of personal opinion or taste. You mustn’t lough at each other or give any negative comments. You can pay compliments only. Otherwise, please keep silent.
ZAVRŠNI DEO:
Radna sveska, strana 8, zadaci 1 i 2. Učenici rade individualno. Nastavnik obilazi, prati i pomaže sporijim učenicima. Provea uobi čajeno, na samom kraju časa.
Domaći zadatak: nema doma ćeg zadatka. U slučaju da učenici ne stignu da završe zadatke u radnoj svesci na času, mogu da ih završe kod ku će. Rešenje: Zadatak 1: 2 skirts 3 dress 4 jeans 5 T-shirt 6 jacket 7 trainers 8 shorts 9 jumpers 11 cap 12 shirts Zadatak 2: 2 flat 3 checked/plai 4 pointed 5 tight 6 plain 7 flared 8 long-sleeved
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ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ Sledeći put ću drugačije uraditi / promeniti: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________
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___ Opšta zapažanja: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___
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PREDMET: Engleski jezik ČAS BROJ: 8 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 1 - PAST AND PRESENT NASTAVNA JEDINICA: UNIT 1 C - Clothes TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - da traže i daju detaljnije opise koriste ći too / enough, kao i da koriste jezik koji se odnosi na kupovinu ode će VASPITNI CILJEVI Učenici: - učtivo komniciraju u prodavnici i ponašaju se kulturno ZADACI Učenici će: - slušati i čitati tekst o istoriji teksas platna - učiti i uvežbavati fraze sa too i enough (It’s too small. They’re not big enough.) - učiti i uvežbavati jezi čke strukture vezane za kupovinu ode će METODE I TEHNIKE RADA: kombinovani – predviđanje sadržaja teksta na osnovu naslova, čitanje i traženje određenih informacija / dopunjavanje teksta ponu đenim rečima po smislu, popunjavanje tabele na osnovu zadatih reči, sastavljanje rečenica na osnovu datih elemenata OBLICI RADA: frontalni, individualni, u paru NASTAVNA SREDSTVA: udžbenik, CD, radna sveska KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Građansko vaspitanje, Istorija UVODNI DEO: Uvod u tekst. Udžbenik, strana 12. Predviđanje. What do you expect to learn?
Nastavnik kaže What’s the title? What do you expect to learn from the text? Nastavnik zapisuje ideje na tabli.
Moguće ideje : history of jeans, who invented them, time when they were invented, when they were first produced, who they were first produced by ...
GLAVNI DEO: Aktivnost 1 – Udžbenik, strana 12, zadatak 2. Čitanje i odgovaranje na pitanja. Read and answer the questions / check your ideas.
Nastavnik daje instrukciju Look at the text quickly and answer the questions in 2. Go back to the ideas on the board and check which of them are mentioned in the text. Učenici rade individualno, provera sa celim odeljenjem.
Odgovori: 1 Jeans 2 Jacob Davis 3 Davis produced them first (but Levi Strauss later buil a factory to make them.) (all ideas are mentioned)
Aktivnost 2 – Udžbenik, strana 12, zadatak 3. Čitanje i traženje odre đenih informacija. Reading for specific information. Why is each thing on the list important? (Slušanje broj 1. 18)
Pre nego što u čenici počnu da čitaju tekst, nastavnik proverava da li znaju zna čenja sledećih reči i daje objašnjenja po potrebi:
immigrant - a person who has come into a foreign country to live there permanently – There are a lot of immigrants in London. wholesaler - a person who sells goods to shops and business cloth - a material made of cotton, wool, etc. that you use for making clothes, curtains, etc. (a metre of cloth) denim – a thick and strong cloth used for making clothes especially jeans (a denim shirt) rivet - a metal pin for fastening two pieces of metal together /’rivit/ miner – a person who works in a mine; mine - a deep hole under the ground where minerals such as coal, salt,
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gold, etc. are dug (a coal/salt/gold mine; a coal/salt/gold miner)
Jedan učenik čita instrukciju. Nastavnik pušta CD, u čenici slušaju, čitaju i rešavaju zadatak u paru. Nastavnik obilazi prati i pomaže po potrebi. Provera uobi čajeno, može samo usmeno.
Odgovori: 1 People travelled to the west coast of America looking for gold. 2 Davis made clothes for gold miners. 3 Davis used denim for clothes because it was strong. 4 Davis couldn’t afford a patent so he asked Strauss to be his partner. 5 Davis used rivets to make the trousers stronger. 6 $ 68 was the cost of the patent. 7 Pop stars wore jeans and made t he fashionable. 8 Designers now use denim for many different kinds of clothes.
Aktivnost 3 – Udžbenik, strana 13, zadatak 4 a. Dopunjavanje rečenica. Listen and complete the dialogue. (Slušanje broj 1. 19) (Zadatak 4b se neće raditi.)
Nastavnik na tabli napiše They’re too expensive. They aren’t big enough. i proverava da li u čenici razumeju podvučene izraze - What do underlined expressions mean?(They cost a lot of money, more then he can pay. He needs larger ones.), z atim kaže Read the dialogue and complete the sentences with the words given above the photo. Učenici čitaju i popunjavaju dijalog po smislu, pre slušanja, individualno. Upore đuju odgovore sa svojim parom. Kada završe nastavnik pušta CD, u čenici slušaju i proveravaju svoja rešenja- Listen and check. Correct you mistakes. Na kraju se radi provera na nivou odeljenja, uobi čajeno.
Odgovri: 1 trousers 2 baggy 3 expensive 4 try
5 can
6 changing
7 big 8 too 9 size 10 fit 11 take
Aktivnost 4 - Udžbenik, strana 13, zadatak 6 a. Popunjavanje tabele. Too and enough. (Zadatak 5 se ne radi, a zadatak 6b će se raditi u završnom delu časa.)
Jedan učenik čita instrukciju. Nastavnik čita prvi par - It’s too small / It isn’t big enough i poziva u čenike da u parovima popune ostatak tabele. Nastavnik obilazi i pomaže. Provera se radi frontalno. Nastavnik može da istakne različito značenje prideva light – can be oppsite of both heavy (a heavy bag) and dark (dark colour) depending on context.
U nastavku, nastavnik zaokružuje upotrebu too / enough, daje kratko objašnjenje traže ći od učenika da daju suprotne parove re čenica i formulišu pravilo:
Example: The MP3 player’s too expensive. → It isn’t cheap enough. 1 The house is too small. → It isn’t big enough. 2 The test is too easy. → It isn’t difficult enough. (uč enici govore i pišu)
Nastavnik pita What’s the rule? i pomaže da ga u čenici formulišu. too + adjective = not + opposite adjective + enough
*Ako nastavnik proceni da će biti korisno, može da da i objasni i slede ća dva primera: It's far too cold to go out without a coat. (NOT too far cold) It's too long a journey for you to make alone.(NOT a too long journey)
ZAVRŠNI DEO:
Udžbenik, strana 13, zadatak 6 b. Učenici rade u paru. Nastavnik obilazi, prati i proverava koliko su u čenici usvojili strukturu. Ne radi se provera na nivou odeljenja.
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Domaći zadatak: 1. Radna sveska, strana 8, zadatak 3 i strana 9, zadaci 4, 5 i 6. 2. Učenici sami formiraju grupe i pripremaju razgovor iz zadatka 7 u udžbeniku na strani 13.
ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ Sledeći put ću drugačije uraditi / promeniti: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ Opšta zapažanja: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___
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PREDMET: Engleski jezik ČAS BROJ: 9 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 1 - PAST AND PRESENT NASTAVNA JEDINICA: UNIT 1 C - Kids TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - da komuniciraju o iskustvima i raspoloženjima vezanim za uspeh ili neuspeh u školi VASPITNI CILJEVI Učenici: - razvijaju osećaj odgovornosti za sopstvene uspehe i neuspehe i svest o tome da su obaveze uvek na prvom mestu ZADACI Učenici će: - slušati, čitati i razgovarati o tekstu koji se bavi temom školskih obaveza (priprema za testiranje, testiranje i rezultati) - učiti i uvežbavati na čine izražavanja zabrinutosti, olakšanja, nade, sre će, nesigurnosti, razočaranosti (That test was hard. – The person is worried.)
METODE I TEHNIKE RADA: kombinovani – vođeni razgovor, čitanje i odgovaranje na pitanja / ta čno – netačno, predvi đanje kraja pri če, slušanje i zapisivanje odre đenih informacija, diskusija OBLICI RADA: frontalni, individualni, u paru NASTAVNA SREDSTVA: udžbenik, CD, radna sveska KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Građansko vaspitanje (empatija, obaveze, odgovornost)
UVODNI DEO:
Provera domaćeg zadatka iz radne sveske, uobi čajeno. Učenici izvode razgovor koji su pripremili kod ku će – zadatak 7, udžbenik, strana 13. (guided conversation)
GLAVNI DEO: Aktivnost 1 – Udžbenik, strana 14, zadatak 1 a, b. Ponavljanje prethodne epizode pri če. Čitanje i odgovaranje na pitanja. Read and answer the questions. (Slušanje broj 1. 21) 1 a – Nastavnik poziva učenike da se sete šta se dešavalo u prethodnoj epizodi What are Luke, Anna, Rosy and Greg going to do? (work experience). Who is going to work where?( Luke – in the sports centre, Anna – in a hotel, Rosy in a restaurant, Greg – for a newspaper)
1 b – Učenici gledaju sliku, nastavnik pita Where are they? (in the school yard) How do the kids feel? (worried, happy, disappointed ...) Učenici čitaju pitanja – jedan učenik nagls, ostali prate u udžbeniku. Nastavnik daje instrukciju - Now read and listen to the story and answer the questions. Rade individualno, upore đuju odgovore sa svojim parom pre provere koja se radi na nivou celog odeljenja. Odgovori: 1 at her grandparents’ 2 Luke 3 They’re having a French test. 4 No, it was hard.
Aktivnost 2 – Udžbenik, strana 15, zadatak 2. Čitanje + tačno / netačno. Read and decide whether the sentences are true or false or it doesn’t say.
Nastavnik daje instrukciju Read the story again and decide whether the sentences are true or false or if the dialogue doesn’t say. Postupak isti kao kod zadataka 1 b (individualno + u paru + frontalno).
Odgovori: 1 DS 2 T 3 T 4 DS 5 T 6 F 7 F 8 DS
Aktivnost 3 – Udžbenik, strana 15, zadaci 3 a, b, c. Predviđanje kraja pri če, slušanje i upore đivanje / zapisivanje pdređenih informacija. Predict the end. Listen and check. Listen and note down the marks. (Slušanje broj 1. 22) 3 a - Nastavnik pita What do you think happens next? Who do you think passed the test and who failed? Give your
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reasons. - zapisuje ideje na tabli.
3 b – Now listen and compare your ideas with what you hear . Učenici slušaju i upore đuju sa idejama koje su izlistane i napisane na tabli, razvija se diskusija Which ideas are closest to the recording? Frontalno, usmeno. 3 c – Nastavnik pita What are the names of the kids? (Rosy, Anna, Greg, Luke). Pišu se na tabli jedno ispo drugog. Sledi instrukcija Listen and note the marks. They are given as percentages – out of 100%. Postupak isti kao u zadacima 1b i 2. Odgovori: Rossy 92% Anna 71% Greg 77% Luke 15%
Aktivnost 4 – Udžbenik, strana 15, zadatak 4 a. Razgovor o testu i raspoloženju likova. Everyday English. Talkin about tests and feelings.
Nastavnik daje instrukciju Think back about the dialogues and complete the expressions. Rade u paru, nastavnik prati, ali ne pomaže. Provera sa celim odeljenjem.
Odgovori: 1 test 2 most 3 glad 4 get 5 too 6 answer 7 think 8 mark 9 cent
Razgovor o raspoloženjima. Nastavnik pita How do these poeple feel when they say each expression? Pomaže tako što ih podse ća i piše na tabli prideve kojima se izražavaju osećanja – Which adjectives can we use to describe people’s feelings? (worried, uncertainl, disappointed, hopeful, glad, inquisitive, relieved, friendly..) Učenici čitaju rečenice i pored svake napišu pridev koji bi najbolje opisao ose ćanja osobe koja je izgovara.
Mogući odgovori: 1 worried 2 uncertain 3 relieved 4 friendly 5 uncertain, but hopeful 6 hopeful 7 uncertain 8 inquisitive 9 disappointed
ZAVRŠNI DEO:
Učenici razgovaraju o svojim iskustvima vezanim za testove (zadatak 4b u udžbeniku) – Talk to your partner about your last English test. What mark did you get and how did you feel? Nastavnik obilazi i postavlja pitanja. Na kraju ih poziva da podele svoja iskustva sa ostalima Does anyone want to share his / her experience with other people in the class?
Domaći zadatak: radna sveska, strana 10, zadaci 1 i 2. ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ Sledeći put ću drugačije uraditi / promeniti: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ Opšta zapažanja: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___
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PREDMET: Engleski jezik ČAS BROJ: 10 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 1 - PAST AND PRESENT NASTAVNA JEDINICA: UNIT 1 C - Kids TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - da govore o svojim obavezama i aktivnostima u slobodnom vremenu (šta jesam / nisam mogao, šta jesam nisam morao) i da na adekvatan, podsticajni, na čin odgovore na neku vest (Good luck, Well done, I’ll keep my fingers crossed for you, Oh well, better luck next time...)
VASPITNI CILJEVI Učenici: - razvijaju pozitivne navike u smislu saose ćajnosti i davanja podrške svom drugu / drugarici, bez podsmeha i negativnih komentara ZADACI Učenici će: - učiti i uvežbavati modalne glagole kojima se izražava prošlost ( could / couldn’t, had to / didn’t have to) - učiti i uvežbavati izraze kojima se daje podrška i na adekvatan na čin reaguje na neku vest (dobru ili lošu) - sastavljati dijalog o temi po datom modelu METODE I TEHNIKE RADA: kombinovani – čitanje i dopunjavanje re čenica, popunjavanje tabele na osnovu zadatih elemenata, razgovor, objašnjenje, slušanje i dovršavanje dijaloga, sastavljanje dijaloga po modelu OBLICI RADA: frontalni, individualni, u paru NASTAVNA SREDSTVA: udžbenik, CD, radna sveska KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Građansko vaspitanje (empatija, obaveze, odgovornost)
UVODNI DEO:
Provera domaćeg zadatka, uobi čajeno.
GLAVNI DEO: Aktivnost 1 – Udžbenik, strana 15, zadaci 5 a, b. Čitanje i popunjavanje re čenica. Formulisanje pravila. Read and complete the sentences. What’s the rule. (Modal verbs) 5 a – Nastavnik daje instrukciju Read and complete the sentences without lookin back at the story. Work with your partner. When you have finished, check your answers in the story. Na kraju se radi provera sa celim odeljenjem. Odgovori: 1 could see 2 had to revise 3 didn’t have to do 4 couldn’t answer
5 b – Nastavnik piše parove rečenica na tabli i pita Which of these sentences refer to the present and which to the past? Pored svake piše odgovor. Reč enice: 1 I can answer all these questions.(present) 2 I can’t answer some of these questions. (present) 3 I could see all my friends when I was on holiday.(past) 4 I couldn’t go because I was tired.(past) 5 I must revise for my test. I know nothing. (present) 6 I needn’t revise for my test, I know everything. (present) 7 I have to go now. (present) 8 I don’t have to today.(present) 9 I didn’t go out because I had to study. (past) 10 I went out with his friends becuse I didn’t have to study. (past)
Ako postoji mogućnost, nastavnik može unapred da odštampa ove rečenice, bez re či koje su date u zagradi, i da ih podeli u čenicima.
Nastavnik na tabli crta tabelu koju u čenici popunjavaju. Nastavnik će, zajedno sa učenicima uneti neke stavke (boldirane su u tabeli), a ostalo u čenici popunjavaju sami (o čekivani odgovori nisu boldirani). Instrukcija glasi – Go back to the sentences and complete the table. Follow the examples. Rade u paru, Provera sa celim odeljenjem, uobičajeno.
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affirmative negatvie
present I can, I must, I have to I can’t, I needn’t, I don’t have to
past I could, I had to I couldn’t, I din’t have to
Vodi se razgovor zasnovan na tabeli – When do we use these forms? Whivh forms do we use to talk about the present? Which forms do we use to talk about the past? Frontalno, usmeno.
*Glagol needn’t je dodat, u tekstu ga nema.
Aktivnost 2 – Udžbenik, strana 15, zadatak 6. Dopunjavanje rečenica odgovaraju ćim oblikom modalnog glagola. Complete the sentences with could / couldn’t, had to / didn’t have to.
Nastavnik poziva jednog učenika da pročita zadatak. Rade u paru, provera sa celim odeljenjem.
Odgovori: 1 had to 2 couldn’t / had to 3 didn’t have to 4 couldn’t / had to 5 could / had to
Aktivnost 3 – Udžbenik, strana 15, zadatak 7 a (7 b će se raditi u završnom delu časa.) Slušanje i dopunjavanje dijaloga. Listen an complete the expressions. (Slušanje broj 1. 23)
Nastavnik kaže Read the dialogue and suggest what words might go into the gaps. Učenici govore, nastavnik piše njihove ideje na tabli. Nastavnik daje novu instrukciju Listen to the CD and complete the missing words. Be careful. The gaps are not in the same order as the recording. (ovo posebno naglasiti). Učenici rade individualno, upore đuju odgovore sa svojim parom. Provera na nivou celog odeljenja.
*Nastavnik će pauzirati CD posle svakog dijaloga kako bi u čenici imali vremena da prona đu i popune odgovarajuće praznine odgovaraju ćim rečima. Odgovori: 1 piano, 2 luck 3 fingers 4 get
5 was
6 get
7 good
Nastavnik pita Which expressions do we use to wish someone success? (Those in the box with ’good luck’.) Which expressions do we use to ask how well they did? (Those in the box with ’How did it go’.) Which expressions do we use when they have succeedded? (Those in the box with ’Congratulations’.) Which expressions do we use when they have failed? (Those in the box with ’Never mind’.)
ZAVRŠNI DEO:
Učenici sastavljaju dijalog po postoje ćem modelu (zadatak 7b u udžbeniku) – Make a dialogue following up the pattern in your books. Nastavnik obilazi, sluša, pokazuje interesovanje, ali ne pomaže. Na kraju poziva parove da izvedu svoje dijaloge. Ostali slušaju, ispravljaju eventualne greške, ali ne dok parovi govore, ve ć pošto završe.
*Ukoliko ne bude bilo dovoljno vremena, ova aktivnost može da odradi i u uvodnom delu narednog časa.
Domaći zadatak: radna sveska, strana 10, zadatak 3 i strana 11, zadaci 4, 5 i 6. Učenici koji žele, mogu da urade i zadatak 8, udžbenik, strana 15.
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ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ Sledeći put ću drugačije uraditi / promeniti: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ Opšta zapažanja: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___
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PREDMET: Engleski jezik ČAS BROJ: 11 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 1 - PAST AND PRESENT NASTAVNA JEDINICA: UNIT 1 - English across the curriculum – History: materials TIP ČASA: utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - da razgovaraju o tome kako su razli čiti materijali uticali na razvoj ljudske istorije VASPITNI CILJEVI Učenici: - razvijaju interesovanje i ljubav prema istoriji i shvataju je ona jedna od važnih segmenata opšte kulture i obrazovanja ZADACI Učenici će: - ponavlajati i uvežbavati reči koje imenuju razli čite vrste materijala - slagati vrste materijala po hronološkom redosledu - razgovarati o razli čitim vrstama materijala i upore đivati njihove prednosti i nedostatke METODE I TEHNIKE RADA: kombinovani – slušanje i čitanje teksta i obeležavanje re či koje se pominju, hronološko sortiranje re či, čitanje i dogovaranje na pitanja, čitanje i pronalaženje re či, igra OBLICI RADA: frontalni, individualni, u paru NASTAVNA SREDSTVA: udžbenik, CD, radna sveska KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Istorija UVODNI DEO:
Provera domaćeg zadatka, uobi čajeno.
GLAVNI DEO: Aktivnost 1 – Udžbenik, strana 17, zadaci 1 a, b. Slušanje, čitanje i obeležavanje re či koje se pominju. Hronološko sortiranje materijala. Read, listen and tick the words you hear. Put the materials in the correct historical order. (Slušanje broj 1. 26) *Pre nego što u čenici počnu da rade zadatke, nastavnik proverava da li razumeju slede će reči i po potrebi sam daje objašnjenja: tin – a soft silver-white metal that is often mixed with other metals (po potrebi se prevodi – kalaj) alloy - a metal made by mixing two types of metal together - Brass is an alloy of copper and zinc. (po potrebi se prevodi – legura) Earth’s crust - the thick outer surface of the Earth ore- rock or earth from which metal can be taken (iron ore) charcoal- a black substance that is produced from burned wood coal- a black mineral that is dug from the ground and burned to give heat
1 a – Nastavnik poziva jednog učenika da pro čita instrukciju i pušta CD. U čenici rade individualno, upore điju odgovore sa svojim parom. Provera se radi sa celim odeljenjem, uobi čajeno. Odgovori:plastic, iron, bronze, copper
1 b – Nastavnik poziva drugog učenika da pročita instrukciju. Postupak je dalje isti kao u zadatku 1 a. Odgovori: 1 copper 2 bronze 3 iron 4 plastic
Aktivnost 2 – Udžbenik, strana 17, zadatak 2. Čitanje i odgovaanje na pitanja. Read and listen. Answer the questions.
Nastavnik ponovo pušta CD i kaže Read and listen to the text again. Answer the questions. Učenici traže odgovore na pitanja u paru. Provera se radi na nivou celog odeljenja.
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Odgovori: 1 Gold, silver and copper. 2 They probably put some rocks round a fire, and fire melted the metal. 3 It’s a mixture (alloy) of copper and tin. molecules 4 It is stronger.
5 Iron is a very common mineral. 6 They discovered how to use coal instaed of charcoal. 7 Synthetic materials are made by separating the of other materials.
Aktivnost 3 – Udžbenik, strana 17, zadatak 3. Čitanje i pronalaženje re či – igra – ko će pre. Find these in the text.
Nastavnik daje instrukciju This is going to be a race. Go back to the text and find these things. Work with your partner. When you have finished, put up your hands. The first pair to finish with the correct answers wins. Dok učenici rade, nastavnik obilazi i prati, ali ne pomaže. Provera se radi sa celim odeljenjem. Dok jedan par čita listu reči, ostali slušaju, komentarišu samo da li je ta čno ili netačno, ne daju ta čne odgovore.
Odgovori: 1 copper, gold, silver, bronze, tin, iron, steel 2 houses, palaces, temples, (huge) monuments 3 machines, steam engines, bridges, railways 4 Bakelite, PVC, polystyrene, nylon
ZAVRŠNI DEO:
Ponavljanje vokabulara. Which new words have you learned? Explain their meanings. Frontalno, usmeno.
Domaći zadatak: udžbenik, strana 17, zadatak 4. *Nastavnik podseća učenike da će na naredno času predtaviti svoje projekte. ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ Sledeći put ću drugačije uraditi / promeniti: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ Opšta zapažanja: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___
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PREDMET: Engleski jezik ČAS BROJ: 12 ODELJENJE: DATUM: NASTAVNA TEMA: REVISION + TEST 1 NASTAVNA JEDINICA: UNIT 1 – Revision 1 (structures and vocabulary from Unit 1) (Priprema za TEST 1) TIP ČASA: sistematizacija OBRAZOVNI CILJEVI Učenici će moći: - da sistematizuju i primene stečena znanja u nepoznatom kontekstu VASPITNI CILJEVI Učenici: - shvataju važnost kontinuiranog rada - traže dodatno objašnjeje bez straha da će biti ismejani ZADACI Učenici će uvežbavati vokabular i jezi čke strukture koje su se radile u okviru druge nastavne teme. METODE I TEHNIKE RADA: kombinovani – OBLICI RADA: NASTAVNA SREDSTVA: KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: povezano je sa svim do sada spomenutim predmetima i temama UVODNI DEO:
Učenici predstavljaju svoje projekte. (10 – 15 minuta) (Ovo je najvljeno na času broj 7.)
*Važno je napomenuti da je potrebno obezbediti pažnju ostalih u čenika tokom prezentacije projekata. Nastavnik će im zato reći na šta bi trebalo da obrate pažnju dok slušaju i da će to posle proveriti. Ovo je postupak koji važi za svaku prezentaciju projekata, te se ne će pistai u svakoj pripremi za čas za koji je prezentacija planirana.
GLAVNI DEO: VAŽNE NAPOMENE
S obzirom da su test i priprema za test individualna stvar nastavnika, ovde je ostavljeno da svaki nastavnik za sebe uradi ovu pripremu. Potrebno je dopuniti metode i tehnike rada, oblike rada i nastavna sredstva. Nastavnik može da uradi REVISION 1 (udžbenik, strana 18) i PROGRESS CHECK (radna sveska strane 12 i 13) ili može da uradi nešto sasvim razli čito. Autor ovih priprema preporu čuje da se uradi PROGRESS CHECK jer u okviru njega postoji deo I can... gde učenik može sam da utvrdi i evidentira koliko je napredovao.
ZAVRŠNI DEO: ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ Sledeći put ću drugačije uraditi / promeniti: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ Opšta zapažanja: ____________________________________________________________________________________________ ___
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PREDMET: Engleski jezik ČAS BROJ: 13 ODELJENJE: DATUM: NASTAVNA TEMA: REVISION + TEST 1 NASTAVNA JEDINICA: Test 1 TIP ČASA: provera znanja OBRAZOVNI CILJEVI Učenici će moći: - da primene ste čena znanja i veštine VASPITNI CILJEVI Učenici: - razvijaju svest o tome da je test prijatelj u čenja ZADACI Učenici će raditi zadatke koji pokrivaju vokabular i jezi čke strukture iz UNIT 1. METODE I TEHNIKE RADA: OBLICI RADA: individualni NASTAVNA SREDSTVA: test štampan na papiru KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: povezano je sa svim do sada spomenutim predmetima i temama UVODNI DEO: Nastavnik deli testove i daje potrebna uputstva (L1).
GLAVNI DEO: Učenici rade test. (Ovde je ostavljeo da svaki nastavnik za sebe dopiše sadržaj testa. Potrebno je dopuniti metode i tehnike rada. )
ZAVRŠNI DEO: Učenici završavaju zadatke. Nastavnik skupja testove i podse ća ih da na naredni čas donesu domaći zadatak koji im je dat na času broj 11.
ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ Sledeći put ću drugačije uraditi / promeniti: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ Opšta zapažanja: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___
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PREDMET: Engleski jezik ČAS BROJ: 14 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 2 – FAME AND FORTUNE NASTAVNA JEDINICA: UNIT 2 A – The movies TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - da opišu iskustva iz prošlosti koja su se upravo dogodila ili gde vreme nije definisano kao i da komuniciraju o temama koje su vezane za film VASPITNI CILJEVI Učenici: - razvijaju interesovanje i ljubav prema filmu kao izvoru informacija i zabave i uo čavaju (loš) uticaj savremene tehnologije na film ZADACI Učenici će: - učiti i uvežbavati frazalne glagole - ponavljati i uvežbavati glagolski oblik present perfect - učiti i uvežbavati vokabular koji se odnosi na film - učiti i uvežbavati been i gone METODE I TEHNIKE RADA: kombinovani – pantomima, povezivanje reči i slike, čitanje i odgovaranje na pitanja, dopujavanje rečenica po smislu, objašnjenje, razgovor OBLICI RADA: frontalni, individualni, u paru NASTAVNA SREDSTVA: udžbenik, CD, papiri ći sa frazalnim glagolima KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Srpski jezik – filmska umetnost UVODNI DEO:
Nastavnik pročita listu frazalnih glagola u zadatku 1zajedno sa u čenicima. Poziva pet učenika da izađu ispred table i svakom daje papiri ć na kome je napisan jedan od pet frazalnih glagola. U čenici, jedan po jedan, pokretom (pantomimom) objašnjavaju svoj frazalni glagol, ostali poga đaju.
GLAVNI DEO: Aktivnost 1 – Udžbenik, strana 20 zadatak 1. Povezivanje slike i re či. Match the expressions to the pictures.
Jedan učenik čita zadatak. Rade individualno, upore đuju odgovore sa svojim parom, provera sa celim odeljenjem, uobičajeno.
Odgovori: 1 c
2e
3a
4d
5b
Aktivnost 2 – Udžbenik, strana 20 zadatak 2. Čitanje i odgovarnje na pitanja. Read and listen. Answer the questions. (Slušanje broj 1. 30)
Postupak je isti kako kod aktivnosti 1.
Odgovori: 1 It’s about stunt doubles. 2 Stunt doubles will probably disappear because the will be replaced by CGI (Computer Generated Images)
Aktivnost 3 – Udžbenik, strana 20 zadatak 3. Čitanje i odgovarnje na pitanja. Read and answer the questions.
Nastavnik zajedno sa učenicima pročita pitanja i kaže Read the text again and answer these questions. Work with your partner. Compare your answers with the pair sitting behid or in front of you. Kada završe, radi se provera sa celim odeljenjem.
Odgovori: 1 A person who replaces a big movie star for dangerous action scenes. 2 He has driven cars through walls and into rivers. 3 She cut her hand badly falling through glass for Kill Bill. 4 Simon Crane climbed from one aeroplane to another at 5,000 metres. 5 He’s recently been to hospital. 6 CGI (Computer Generated Imagges.
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Aktivnost 4 – Udžbenik, strana 21, zadci 4 a, b, c. Ponavljanje građenja i upotrebe glagolskog oblika present perfect. Read the rules. Complete the sentences. Find more examples. 4 a – Nastavnik kaže Complete the sentences without looking at the text and then check the text to see if they are correct. Rade individualno, upore đuju odgovore sa svojim parom pre provere koja se radi sa celim odeljnjem, uobičajeno. Odgovori: 1 has driven
2 have ... come
4 b – Nastavnik daje instrukciju Look through the text and underine all the examples of the present perfect – at least one example of a question and a negative form. Postupak isti kao kod zadatka 4 a. Kada se završi provera, nastavnik na tabli napiše po jedan primer za pitanje i odri čni oblik (rečenice koje su našli u tekstu) i pita How do you make present perfect questions and negative statements? (have + subject + past participle, have not / haven’t + past participle. Na tabli se zatim napiše (uz razgovor sa u čenicima): √ have
+ past participle (has for he, she, it) x haven’t + past participle (hasn’t for he, she, it) ? Have + subject + past participle (Has for he, she, it)
* To talk about: 1 experiences up to now – I’ve done a lot of stupid things in my life. 2 recent events – They’ve just arrived. He’s recently been to hospital.
4 c – Učenici čitaju rečenice i pokušavaju da daju objašnjenje. Nastavnik podsti če i pomaže. ZAVRŠNI DEO:
Been or gone? Nastavnik na tabli napiše rečenice koje u čenici treba da dopune sa been ili gone: Radi se frontalno.
(on the phone) 1 Oh, you’re away on holiday. Where have you _________________? (gone) 2 So, you’re back from your holiday. Where have you _________________? (been)
ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ Sledeći put ću drugačije uraditi / promeniti: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ Opšta zapažanja: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ___________________________________________________________________________________________
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PREDMET: Engleski jezik ČAS BROJ: 15 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 2 – FAME AND FORTUNE NASTAVNA JEDINICA: UNIT 2 A – The movies TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - da opisuju iskustva iz prošlosti koja su se upravo dogogdila ili kada vreme nije poznato VASPITNI CILJEVI Učenici: - razvijaju interesovanje za film kao još jednom izvoru znanja i zabave ZADACI Učenici će: - učiti i uvežbavati frazalne glagole - ponavljati i uvežbavati oblik i značenje glagolskog oblika present perfect - učiti i uvežbavati glagole been i gone METODE I TEHNIKE RADA: kombinovani – pantomima, povezivanje reči i slike, čitanje i odgovaranje na pitanja, dopunjavanje rečenica po smislu, objašnjenje, razgovor OBLICI RADA: frontalni, individualni, u paru NASTAVNA SREDSTVA: udžbenik, CD, papiri ći sa frazalnim glagolima KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Srpski jezik, filmska umetnost UVODNI DEO:
Nastavnik pročita listu frazalnih glagola u zadatku zajedno sa u čenicima. Poziva pet u čenika da izađu ispred table i svakom daje papiri ć na kome je napisan jedan od pet frazalnih glagola. U čenici, jedan po jedan, pokretom (pantomimom) objašnjavaju svoj frazalni glagol, ostali poga đaju. Instrukcija glasi: You are going to watch your friends miming the phrasal verbs we’ve just gone through. Guess which verb they are miming.
GLAVNI DEO: Aktivnost 1 – Udžbenik, strana 20 zadatak 1. Povezivanje slike i re či. Match the expressions to the pictures.
Jedan učenik čita zadatak. Rade individualno, upore đuju odgovore sa svojim parom, provera sa celim odeljenjem, uobičajeno.
Odgovori: 1 c
2e
3a
4d
5b
Aktivnost 2 – Udžbenik, strana 20 zadatak 2. Čitanje i odgovarnje na pitanja. Read and listen. Answer the questions. (Slušanje broj 1. 30)
Postupak je isti kako kod aktivnosti 1.
Odgovori: 1 It’s about stunt doubles. 2 Stunt doubles will probably disappear because the will be replaced by CGI (Computer Generated Images)
Aktivnost 3 – Udžbenik, strana 20 zadatak 3. Čitanje i odgovarnje na pitanja. Read and answer the questions.
Nastavnik zajedno sa učenicima pročita pitanja i kaže Read the text again and answer these questions. Work with your partner. Compare your answers with the pair sitting behid or in front of you. Kada završe, radi se provera sa celim odeljenjem.
Odgovori: 1 A person who replaces a big movie star for dangerous action scenes. 2 He has driven cars through walls and into rivers. 3 She cut her hand badly falling through glass for Kill Bill. 4 Simon Crane climbed from one aeroplane to another at 5,000 metres. 5 He’s recently been to hospital. 6 CGI (Computer Generated Images)
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Aktivnost 4 – Udžbenik, strana 21, zadci 4 a, b, c. Ponavljanje građenja i upotrebe glagolskog oblika present perfect. Read the rules. Complete the sentences. Find more examples. 4 a – Nastavnik kaže Complete the sentences without looking at the text and then check the text to see if they are corect. Rade individualno, upore đuju odgovore sa svojim parom pre provere koja se radi sa celim odeljnjem, uobičajeno. Odgovori: 1 has driven
2 have ... come
4 b – Nastavnik daje instrukciju Look through the text and underine all the examples of the present perfect – at least one example of a question and a negative form. Postupak isti kao kod zadatka 4 a. Kada se završi provera, nastavnik na tabli napiše po jedan primer za pitanje i odri čni oblik (rečenice koje su našli u tekstu) i pita How do you make present perfect questions and negative statements? (have + subject + past participle, have not / haven’t + past participle. Na tabli se zatim napiše (uz razgovor sa u čenicima): √ have
+ past participle (has for he, she, it) x haven’t + past participle (hasn’t for he, she, it) ? Have + subject + past participle (Has for he, she, it)
* To talk about: 1 experiences up to now – I’ve done a lot of stupid things in my life. 2 recent events – They’ve just arrived. He’s recently been to hospital.
4 c – Učenici čitaju rečenice i pokušavaju da daju objašnjenje. Nastavnik podsti če i pomaže. ZAVRŠNI DEO:
Been or gone? Nastavnik na tabli napiše rečenice koje u čenici treba da dopune sa been ili gone: Radi se frontalno.
(on the phone) 1 Oh, you’re away on holiday. Where have you _________________? (gone) 2 So, you’re back from your holiday. Where have you _________________? (been)
Domaći zadatak: radna sveska, strana 14, zadaci 1, 2, 3 i 4. ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ Sledeći put ću drugačije uraditi / promeniti: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ Opšta zapažanja: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___
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PREDMET: Engleski jezik ČAS BROJ: 16 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 2 – FAME AND FORTUNE NASTAVNA JEDINICA: UNIT 2 A – The movies TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - pravilno da opisuju iskustva iz prošlosti kada je vreme poznato odnosno nepoznato VASPITNI CILJEVI Učenici: - razvijaju osećaj za saradnju i shavataju da je njihovo li čno angažovanje u okviru grupe, tima ili kolektiva važan doprinos uspehu cele grupe (proizilazi iz oblika rada) ZADACI Učenici će: - uvežbavati glagolski oblik present perfect kroz dijalog - ponavljati i uvežbavati razlike u značenju između glagolskih oblika present perfect i past simple - sastavljati dijalog koristeći present perfect i past simple - dopunjavati tekst ponuđenim glagolima, podvla čiti oblike glagola koji su ta čni METODE I TEHNIKE RADA: kombinovani – razgovor, upoređivanje i uočavanje razlika, sastavljanje dijaloga na osnovu zadatih elemenata, dopunjavanje teksta odgovaraju ćim rečima, uočavanje tačnih i netačnih gramatičkih oblika, dramska aktivnost OBLICI RADA: frontalni, individualni, u paru, grupni NASTAVNA SREDSTVA: udžbenik, radna sveska, CD, listi ći sa zadacima za aktivnost 3, listi ć sa rešenjima za zadatak 2 KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Građansko vaspitanje, Srpski jezik UVODNI DEO:
Provera domaćeg zadatka, uobi čajeno.
GLAVNI DEO: Aktivnost 1 – Udžbenik, strana 21 zadatak 5. Dijalog. Have you ever done these things. Radi se potpuno izmenjeno u odnosu na udžbenik, u čenici će nastavniku postavljati pitanja od ponu đenih izraza.
Nastavnik kaže Go through te activities in 5a. Put a tick ( √ ) next to the ones you’ve done in your life and a cross (x) next to those you haven’t. Učenici rade individualno. Nastavnik prati, ne meša se. Sledi druga instrukcija I am on a hot seat now, ( sedne na stolicu) and you have to interview me. Look at the question given as an example in 5b. Make questios using exressions in 5a and ask me to answer them. I promise to be honest. Učenici postavljaju pitanja, nastavnik odgovara, s tim što traži da i oni daju odgovor na isto pitanje po sledećem dijaloškom modelu:
U če nik 1: Have you ever fallen out of bed? Nastavnik: Yes, I have. And you? U če nik 1: No, I haven’t. / Yes I have.
*Praksa je pokazala da su u čenici veoma motivisani da postavljaju nastavniku lična pitanja. Dešava se da čak i oni koji gotovo uvek
gledaju da izbegnu da nešto kažu, tada budu vrlo aktivni.
Aktivnost 2 – Udžbenik, strana 21 zadaci 7 a, b. Uočavanje razlika i formulisanje pravila. Present perfect vs (Zadatak 6 se ne radi.) past simple. 7 a - Nastavnik kaže Complete the sentences without looking at the text and then check the text to see if they are corect. Rade individualno, upore đuju odgovore sa svojim parom pre provere koja se radi sa celim odeljnjem, uobičajeno. Odgovori: 1 has fallen 2 fell
7 b – Nastavnik navodi učenike da zaklju čuju i formulišu paravilo – What tense is used in the two exmples in exercise 7a? (1 present perfect, 2 past simple) When did the action in sentence one happen?(We don’t know.) When did the action in sentence two happen? (In 2002.) What’s the rule? Nastavnik pomaže tako šzo na tabli napiš rečenice koje učenici završavaju – We use______________________ to talk about experiences up to know. (present
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perfect) We use _______________________ to talk about completed actions in the past when we know’when’ in the past. (past simple)
*Zadatak 8 se ne radi, umesto njega u čenici rade zadatke kako je opisano u aktivnosti 3.
Aktivnost 3 – učenici rade zadatke koji su diferencirani po težini i dele se u homogene grupe i parove– napredniji, srednji, sporiji. U kategoriji ’srednjih’, postoji grupa u čenika koji su bliži naprednima kao i grupa onih koji su bliži sporijima. Zadaci su formulisani s namerom da se iza đe u susret svim nivoima znanja, naravno, uklju čujući i one koji su veoma napredni. *Ako nastavnik proceni da je možda bolje da samo ponudi tri vrste zadataka (ali da naglasi da su razli čite težine) pa da učenici sami izaberu koju će, može i tako da formira grupe i parove. Zadaci: Very strong students – in pairs
Prepare and act out an interview with a stunt actor. Decide who is an interviewer and who is a film stunt actor. The interviewr asks about: - stuntst they have done and + when they did them - films they have been in - any accidents they have had + how & whenthey hapeened - famous stars they have met + how & when they met them You can ask some more questions if you wish.
Strong + medium students closer to strong – in groups or pairs
Complete the sentences with the verbs in the box. Use present perfect or past simple. Each verb has to be used twice.
fall, drive, jump, walk, be, do Example: Angela has fallen In 2002, she fell
. off bridges and high buildings. .through a glass table.
Rick is a stunt actor. Angela, his friend, is a stunt actor too. They _____________________ (1) stunt doubles for many movie stars and they _____________________ (2) a lot of dangerous stunts. In 2003, they _____________________ (3) stunt doubles in Kill Bill. They _____________________ (4) some of the most dangerous stunts in that movie. Rick _____________________ (5) off bridges and high buildings many times in his life. He _____________________ (6) off a roof two years ago. He _____________________ (also) (7) cars and lorries through walls and into rivers. He_____________________ (8) a lorry down a mountain last September. Angela _____________________ (even) (9) through fire. She _____________________ (10) through fire two years ago.
Rešenja: (1) ’ve / have been (2) ’ve / have done (3) were (4) did
(5) ’s /has jumped (6) jumped (7) ’s / has also driven (8) drove (9) has even walked (10) walked
Medium students closer to week + week students – in groups
Read the sentences and cross out the incorrect verb forms. Example: Angela has fallen / fell off bridges and high buildings.
1 She has fallen / fell through a glass table in 2002. 2 They did / have done stunts for many movie stars.
5 He has driven / drove a lorry down a mountain. 6 She has walked / walked through fire two years ago
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3 In 2003, they were / have been stunts in Kill Bill. 4 Rick jumped / has jumped off high buildings many times in his life Rešenje (dati su oblici koji su tač ni):
1 fell
2 have done 3 were
4 has jumped 5 has driven
6 walked
Postupak: očekuje se da u čenici koji su veoma napredni, napredni i srednji koji su bliži naprednima mogu da rade zadatke manje više sami bez pomo ći nastavnika te će on zato mo ći da provede malo više vremena sa sporijima i eventualno im pomogne i da neka dodatna objašnjenja. Nastavnik obilazi sve grupe i parove, prati i podsti če, ali najviše vremena i pažnje posve ćuje poslednjoj. Grupe ili parovi koji su radili zadatak dva će se udružiti i uporediti svoje odgovore. Nastavnik će im, posle toga, na papiru dati rešenja da sami isprave greške. Ukoliko im nije jasno zašto je nešto pogrešno, traže objašnjenje od nastavnika. Nastavnik će tokom i nakon ispravljanja grešaka malo više obratiti pažnju na ove grupe. Parovi koji su sastavljali dijaloge će ih odglumiti u završnom delu časa. ZAVRŠNI DEO: Parovi glume svoje dijaloge. Nastavnik formira žiri od tri u čenika. Ostali su publika koja će dužinom svojih aplauza odrediti pobednika. Instrukcija: Get the stage ready for your performances. Let’s form a jury – two boys and two girls. The winner will be the pair that is given the longest round of aplause. Jury, be careful and measure the time. Write on a piece of paper how long each round of applause was, for example: pair 1 – 15 seconds.
Na samom kraju časa nastavnik će sa učenicima prodiskutovati sam čas Did you like the activities? Why? Why not? Did you find them difficult / useful / interesting?
*Zadatak 9 će se raditi u prvom delu narednog časa.
Domaći zadatak: radna sveska, strana 15, zadaci 5, 6 i 7. ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ Sledeći put ću drugačije uraditi / promeniti: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ Opšta zapažanja: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___
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PREDMET: Engleski jezik ČAS BROJ: 17 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 2 – FAME AND FORTUNE NASTAVNA JEDINICA: UNIT 2 B – Smart Alec closes the door TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - da opisuju događaje iz prošlosti čije se posledice vide ili ose ćaju sada i o doga đajima koji su po čeli u prošlosti i još uvek traju VASPITNI CILJEVI Učenici: - prepoznaju i razumeju da nesporazumi dovode do sukoba – pre nego što se naljutimo, nije loše da porazgovaramo ZADACI Učenici će: - Sastavljati rečenice od informacija koje čuju i zapišu koristeći present perfect i past simple - Ponavljati ostale upotrebe glagolskog oblika present perfect METODE I TEHNIKE RADA: kombinovani – slušanje i zapisivanje odre đenih iformacija, sastavljanje re čenica na osnovu datih informacija, slušanje / čitanje i odgovaranje na pitanja (opšte razumevanje teksta), dopunjavanje rečenica po sećanju, objašnjenje, razgovor OBLICI RADA: frontalni, individualni, u paru NASTAVNA SREDSTVA: udžbenik, radna sveska, CD KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Građansko vaspitanje UVODNI DEO:
Provera domaćeg zadatka, uobi čajeno. Udžbenik, strana 21, zadatak 9. Slušanje i zapisivanje određenih informacija. (Izmenjeno u odnosu na udžbenik.) (Slušanje broj 1.31) Nastavnik kaže Draw a table like this (crta tabelu na tabli). Now listen to six people talking about what they have done for the first time recently recently. Listen and complete the columns. Nastavnik će zaustaviti CD posle svakog dijaloga kako bi učenici imali vremena da zapišu sve potrebne informacije. Rade individualno, upoređuju odgovore sa svojim parom, provera se radi na nivou celog odeljenja.
*Nastavnik će uraditi prvi dijalog zajedno sa u čenicima kako bi im pokazao šta treba da urade. U tabeli je to navedeno boldiranim slovima. Ostali podaci se upisuju tokom provere i nisu boldirani. Mogući odgovori: What? 1 drunk coffee 2 ridden an elephant 3 been on an aeroplane 4 eaten curry 5 broken arm 6 spoken French
When? last Monday yesterday, on a school trip to the zoo two weeks ago Saturday on Sunday afternoon last week
How did they feel? horrible good but, a bit frightened
good / great happy / delicios satisfied / interesting nervous
Nastavnik poziva učenike da naprave re čenice – Let’s make sentences using the information from the table. Here is an example – radi prvu rečenicu zajedno sa u čenicima – Person one has drunk coffee for the first time. He drank it last Monday. He didn’t like it because it was horrible. Radi se usmeno, frontalno, u čenici ne zapisuju svoje re čenice, govore ih samo na osnovu onoga što vide u tabeli.
GLAVNI DEO: Aktivnost 1 – Udžbenik, strana 22, zadatak 1. Slušanje, čitanje i odgovaranje na pitanja. Read and listen. Answer the questions. (General comprehension) (Slušanje broj 1. 34)
Nastavnik uvodi učenike u priču - Look at the pictures. What happens in the story? How does Sue feel in the
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last picture?
Nastavnik poziva jednog učenika da pročita zadatak i pitanja – Could you please read the instruction and the questions?. Pušta CD. U čenici sčušaju, čitaju i u paru odgovaraju na pitanja. Provera sa celim odeljenjem, uobičajeno.
Odgovori: 1 She wants to eat her lunch.
2 She can’t open the door or the window.
Aktivnost 2. Udžbenik, strana 23, zadatak 2. Čitanje i odgovaranje na pitanja. Read and answer the questions.
Nastavnik kaže – Read the questions in 2. Discuss them with your partner before reading the text. Učenici čitaju pitanja i razgovaraju o njima. Sledi nova instrukcija Now, read the text again and answer the questions individually. Compare your answers with your partner. Provera se radi sa celim odeljenjem.
Odgovori: 1 They are waiting for some criminals. 5 She hasn’t taken her mobile. 2 At Half past seven. 6 The fire brigade. 3 Ten minutes. 7 Sweet Sue. 4 Smart Alec. Nastavnik zaokružuje priču It was a misunderstaning, a good example of bad communication. What should people do in such situations? Učenici predlažu ideje, diskutuju, slažu se, ne slažu se, daju argumente. Nastavnik na kraju pita What’s the point? What should people do in order to avoid misunderstandings? (They should talk to each other.)
Aktivnost 3. Udžbenik, strana 23, zadatak 3. Čitanje pravila i dopunjavanje re čenica. Read the rules and complete the sentences. Nastavnik kaže Complete the sentences without looking at the text and then check the text to see if they are corect. Rade individualno, upore đuju odgovore sa svojim parom pre provere koja se radi sa celim odeljnjem, uobi čajeno. Odgovori: 1 hasn’t taken 2 I’ve been
Aktivnost 4. Present perfect – action in the past, result now.
Nastavnik na tabli piše primer - Her leg is broken- i pita – What has she done? (She has broken her leg.) Piše odgovor odmah pored primera i daje objašnjenje – She has done something (broken her leg). We can see the result of it now (her leg is broken) Rade se još dve re čenice. Nastavnik kaže I am going to write two more sentences which are the results of something that someone has done. What have they done? Frontalno, ojašnjenje kroz razgovor.
1 The door is closed. (Someone has closed the door.) 2 There are no more peaches in the bowl. (Someone has eaten all the peaches.)
Aktivnost 5. Present perfect – an activity that started in the past and continues into present.
Nastavnik na tabli piše primer – I’ve been here for five hours – i pita – What does this sentence mean? When did he come there? (He came there five hours ago.) Is he still there? ( Yes, he is. He is still there.) Podvučene rečenice piše odmah pored primera. Rade se još dve re čenice. Nastavnik kaže You are going to make new sentences. Here are the pieces of information you are going to need:
1 He started to play tennis ten years ago, and he still plays it. (He’s played tennis for ten years.) 2 She went to hospital two weeks ago. Doctors think she doesn’t f eel good enough to go home. (She’s been in hospital for two weeks.)
Na isti način se uvodi i upotreba sa since – Nastavnik piše - She’s been a stunt actor since 2006 i pita – When did she start to do this job? (She started to do it in 2006.) Is she still in that job? (Yes, she is. She’s still in that job.) Podvučene rečenice piše odmah pored primera. Učenici sastavljaju nove rečenice. Instrukcija ista kao u prethodnoj aktivnosti.
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1 Jason came to Belgrade last year and he still lives in it. (Jason has lived in Belgrade since last year.) 2 The last time Sue saw her mother was the day when she left for Paris. (Sue hasn’t seen her mother since she left for Paris.)
ZAVRŠNI DEO: Kratak osvrt na present perfect – How long have you been in this school? (I’ve been in this school for seven years.) Ivan, could you please open the window? What has he done? (He has opene the window.) Milica, could you please put the chair on the desk? What has she done? (She’s put the chair on the desk.) Frontalno, usmeno.
Domaći zadatak: radna sveska, strana 16, zadaci 1, 2, 3 ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ Sledeći put ću drugačije uraditi / promeniti: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ Opšta zapažanja: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___
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PREDMET: Engleski jezik ČAS BROJ: 18 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 2 – FAME AND FORTUNE NASTAVNA JEDINICA: UNIT 2 B – Smart Alec closes the door TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - da opisuju događaje iz prošlosti čije se posledice vide ili ose ćaju sada i o doga đajima koji su po čeli u prošlosti i još uvek traju VASPITNI CILJEVI Učenici: - prihvataju ideju da je dobra komunikacija preduslov stvaranja dobrih me đuljudskih odnosa ZADACI Učenici će: - uvežbavati upotrebu glagolskog oblika present perfect (action in the past-result now, actions that started in the past and continue into the present - učiti i uvežbavati razlike u upotrebi i zna čenju glagolskih oblika past simple i present perfect sa for METODE I TEHNIKE RADA: kombinovani – sastavljanje rečenica od zadatih elemenata, dopunjavanje rečenica po sećanju, dopunjavnje izraza po smislu, upoređivanje i uo čavanje razlika, razgovor, objašnjenje, slušanje i određivanje pravog značenja
OBLICI RADA: frontalni, individualni, u paru NASTAVNA SREDSTVA: udžbenik, radna sveska, CD KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Građansko vaspitanje, Srpski jezik UVODNI DEO:
Provera domaćeg zadatka, uobi čajeno. Razgovor o poenti pri če – Where does bad communicatin always lead us to? (to problems and misunderstandings) What can we do to avoid them? (talk to each other, try to find a compromise on problems, negotiate...)
GLAVNI DEO: Aktivnost 1 – Udžbenik, strana 23, zadatak 4. Sastavljanje rečenica od zadatih elemenata. Make sentences using these words and phrases.
Nastavnik kaže – Read the instructions. Go through the words and sentences with your partner. Make sure that you understand them. Pošto prođu kroz reči i rečenice brzo, nastavnik daje novu instrukciju – Make sentences together with your partner. You can refer back to the story where necessary. Učenici rešavaju zadatak, nastavnik obilazi, prati i pomaže sporijim u čenicima. Provera sa celim odeljenjem, ali kada u čenik bude pročitao rečenicu nastavnik će pitati What’s the result? ili How is that activity connected with the present? za svaku. Na primer:
Učenik 1: He hasn’t had lunch. Nastavnik: What’s the result? Učenik 2: He’s hungry.
Odgovori: 2 He hasn’t had lunch. 3 He’s closed the door and the window. 4 He’s been to the bank. 5 He’s bought new shoes. Tokom provere knjige su zatvorene. 6 He’s found Sweet Sue’s mobile. Očekuje se da će se učenici setiti posledica. 7 He’s taken some photos. 8 He hasn’t switched on the computer.
Aktivnost 2. Udžbenik, strana 23, zadaci 5 a, b, c Čitanje i dopunjavanje re čenica i pravila. Read and complete the sentences and the rules. 5 a - Nastavnik kaže Complete the sentences without looking at the text and then check the text to see if they are corect. Rade individualno, upore đuju odgovore sa svojim parom pre provere koja se radi sa celim odeljnjem, uobičajeno. Odgovori: 1 since 2 for
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5 b - Nastavnik kaže Complete the rules now. Ovo se radi frontalno. Odgovori: 1 since 2 for 5 c – Nastavnik kaže Look at the phrases in c. Complete them with for or since. Work individually and compare your answers with your partner when you have finished. Dok učenici rade, nastavnik obilazi, podsti če i pomaže sporijim učenicima. Provera se radi sa celim odeljenjem. Odgovori: 1 since 2 for 3 for 4 since 5 since 6 for 7 for 8 since
Nastavnik će u nastavku ove aktivnosti objasniti razlike u zana čenju između past simple i present perfect kada se upotrebe sa for. Na tabli piše sledeće dve rečenice:
1 The house was empty for seven years, but some people live in it now. 2 The house has been empty for seven years. Nobody even knows who it belongs to.
Postavlja pitanja i navodi u čenike da uo če razliku u zna čenju – Is the house still empty in sentence 1? (No. It used to be empty, but now it is not. ) What tense is this? (past simple) Podvučene rečenice se pišu odmah pored primera 1. What about sentence 2? Is the house still empty? (Yes. It is still empty.) What tense is this? (present perfect). Podvučena rečenica se piše odmah pored primera 2. Nastavnik daje zadatak – Read these sentences and underline the correct options. Piše dve rečenice na tabli. Učenici ih prvo reše pa ih prepisuju u svesku. 1 Mr Willson worked / has worked in this hospital for ten years. He’s a good doctor and his patients trust him very much. 2 Mr Willson worked / has worked in this hospital for ten years. He was a good doctor and his patients trusted him very much. Rešenje: 1 has worked
2 worked
What’s the rule? Which tense do we use with for to talk about a length of time that started in the past? (present perfect) Which tense do we use with for to talk about something that used to be over a period of time in the past, but now it is not?(past simple)
Na tabli se zatim napiše (nastavnik sve vreme razgovara sa u čenicima i traži da oni kažu šta bi trebalo da se napiše): for + present perfect → started in the past and continues into the present for + past simple→used to be, but now it is not
Aktivnost 3. Udžbenik, strana 23, zadatak 7. Slušanje i određivanje značenja. Listen and choose the correct meaning. (Slušanje broj 1. 35)
Nastavnik demonstrira aktivnost tako što prvi primer radi sa u čenicima. Pušta CD i zaustavlja ga posle prvog pitanja i odgovora. Zatim kaže Look at sentence 1. Which form is true for the dialogue you have just heard? (live). Nastavnik dalje pušta CD, pravi pauzu iza svakog dijaloga, u čenici slušaju i rade individualno. Upoređuju odgovore sa vojim parom pre provere koja se radi sa celi odeljenjem, uobi čajeno.
Odgovori: 2 doesn’t study
3 takes
4 isn’t
5 doesn’t work
6 does
7 are
8 doesn’t ride
ZAVRŠNI DEO: Kratak osvrt na present perfect i past simple: What’s the difference between these two sentences? Nastavnik ih izgovara i piše na tabli, u čenici samo daju objašnjenje, ne pišu ih. We’ve been on bad terms for two years. (We’re still on bad terms.) We were on bad terms for two years. (Now we’re not.)
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Domaći zadatak: radna sveska, strana 17, zadaci 4, 5, 6 ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ Sledeći put ću drugačije uraditi / promeniti: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ Opšta zapažanja: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___
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PREDMET: Engleski jezik ČAS BROJ: 19 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 2 – FAME AND FORTUNE NASTAVNA JEDINICA: UNIT 2 C – Fame TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - da razumeju suštinu teksta i razgovaraju o emisijama na TV i njihovim dobrim i lošim stranama – razvijanje veštine čitanja radi opšteg razumevanja VASPITNI CILJEVI Učenici: - prepoznaju dobre i loše strane emisija uživo, popularno zvanih ’reality shows’ ZADACI Učenici će: - slušati i čitati tekst i proveravati opšte razumevanje kroz pitanja i odgovore - razgovarati o (omiljenim) emisijama popularno zvanim ’reality shows’ - razgovarati o dobrim i lošim karakteristikama emisija uživo, popularno zvanih ’reality shows’ METODE I TEHNIKE RADA: kombinovani – slušanje i čitanje teksta i odgovaranje na pitanja (opšte razumevanje, tačno / netačno), razgovor, diskusija, vo đeno pisanje, vođena govorna vežba OBLICI RADA: frontalni, individualni, u paru NASTAVNA SREDSTVA: udžbenik, radna sveska, CD KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Građansko vaspitanje, Srpski jezik UVODNI DEO:
Provera domaćeg zadatka, uobi čajeno. Dogovor oko projekta kako je objašnjeno u pripremi za čas broj 7. Teme: Teenagers’ reading habits (polazna osnova tekst u udžbeniku na strani 28) i Write a biography of a pop, sports or film star (uputstvo u udžbeniku na strani 31). Projekti bi trebalo da se yavrše ya čas broj 24, kada će biti prezentirani.
GLAVNI DEO: Aktivnost 1 – Udžbenik, strana 24, zadaci 1 a, b. Slušanje, čitanje i odgovaranje na pitanja. Read, listen and answer the questions. (Slušanje broj 1. 37) 1 a – Nastavnik kaže Look at the pictures and guess what information might be in the article. Can you quess the answers just by looking at the text. Nekoliko učenika iznosi svoje ideje, ostali slušaju, komentarišu i dodaju. Aktivnost se nastavlja tako što se učenici pozivaju da slušaju i čitaju tekst – Read and listen to the text and answer the questions. Work with your partner. Pušta se CD. U čenici rade, nastavnik obilazi, prati i pomaže sporijim učenicima. Provera sa celim odeljenjem. Odgovori: 1 He won a reality TV show competition. 2 He likes giving interviews to newspapers and magazines, seeng his photo in the newspaper, being recognized, going to parties and having fantastic holidays. 3 He doesn’t like being followed by photographers. 4 He’s a DJ for a radio station. 5 He wants to be a game show host and write a book.
1 b – Nastavnik pita Which reality shows do you watch? Učenici govore, nastavnik na tabli pravi listu emisija koje gledaju. Razgovor se nastavlja – What kind of show is this one? - pokazuje jednu - And this? - pokazuje drugu i tako redom dok se ne definišu sve. U nastavku u čenici odgovaraju na pitanja poput What do you like about reality shows? What don’t you like about them? Why? Which kind of show do you like best? Radi se frontalno.
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Aktivnost 2. Udžbenik, strana 24, zadatak 2. Čitanje i odgovaranje na pitanja – ta čno / netačno. Read the text again and decide which statements are true and which are not.
Jedan učenik čita instrukciju naglas. Nastavnik dodaje Work individually and compare your answers with you partner when you have finished. Dok rade, nastavnik uobi čajeno prati njihov rad i pomaže po potrebi. Provera se radi sa celim odeljenjem.
Odgovori: 5, 6 and 8 are true.
Aktivnost 3. Predloži svoju emisiju uživo. Task – based activity. Guided writing and speaking.
Učenici se podele u grupe. Nastavnik daje instrukcije, jednu po jednu, ostavljaju ći učenicima dovoljno vremena da odrade ono što im se kaže pre nego što dobiju slede ću instrukciju.
Instrukcije: o o o o o
Think of a new reality show that you think will be popular and give it a name. Write two sentences to describe what kind of show it is. Write three sentences to say why you think it will be popular. Write two things people might not like about it and why. Decide on a person who’s going to be a secretary.
Dok učenici rade, nastavnik ih obilazi, prati, podsti če i postavlja pitanja . Izveštavanje je u završnom delu časa.
ZAVRŠNI DEO:
Grupe izveštavaju – Share your ideas with the class. Dok jedna grupa izveštava, ostali slušaju, komentarišu, daju pozitivne i negativne komentare. Grupa koja izveštava mora da odgovori i na pozitivne i na negativne komentare.
Domaći zadatak: radna sveska, strana 18, zadaci 1, 2. ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ Sledeći put ću drugačije uraditi / promeniti: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ Opšta zapažanja: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___
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PREDMET: Engleski jezik ČAS BROJ: 20 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 2 – FAME AND FORTUNE NASTAVNA JEDINICA: UNIT 2 C – Fame TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - da razgovaraju o tekstu (TV igrama) na osnovu informacija koje čuju – veština slušanja i zapisivanja traženih detalja VASPITNI CILJEVI Učenici: - razvijaju kritički odnos prema televiziji i zabavnom programu koji ona nudi. ZADACI Učenici će: - učiti i uvežbavati tvorbu prideva od imenica i obrnuto - slušati tekst o TV igri ’Točak sreće’ , zapisivati određene informacije i odgovarati na pitanja METODE I TEHNIKE RADA: kombinovani – čitanje i popunjavanje tabele re čima iz teksta, dopunjavanje rečenica po smislu, razgovor, predvi đanje sadržaja na osnovu slike, slušanje i zapisivanje odre đenih informacija / odgovaranje na pitanja OBLICI RADA: frontalni, individualni, u paru NASTAVNA SREDSTVA: udžbenik, radna sveska, CD KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Građansko vaspitanje, Srpski jezik UVODNI DEO:
Provera domaćeg zadatka, uobi čajeno.
GLAVNI DEO: Aktivnost 1 – Udžbenik, strana 25, zadaci 3 a, b, c. Čitanje i dopunjavanje tabele a osnovu datih re či. Read and complete. 3 a - Jedan učenik pročita instrukciju naglas. Nastavnik dodaje Look at the example. Complete the table individually and compare your answers with your partner. Nastatvnik obilazi, ne pomaže. Provera sa celim odeljenjem. Odgovori (reč i koje je trebalo upisati su boldirane): danger – dangerous, anger – angry, success – successful, good looks – good - looking, luck – lucky, happines – happy, fame – famous, freedom – free, excitement – excited , difficulty - difficult
3 b, c – Nastavnik napiše rečenice sa prazninama na tabli i kaže Give me one word to fill each gap. You don’t have to use the words from the table. *Pošto se rečenice dopune, nastavnik pita
1 I am a _________________. (teacher, student ) What 2 He’s _________________. (clever, good - looking) adjective, 3 I like _________________. (sport, potatoes) 4 He’s a _________________ person. (feiendly, nice)
kind of words go in the gaps? (noun, adjective+noun)
Učenici zatim rade re čenice u udžbeniku individualno – Read the instruction in 3 b. Complete the sentences individually and compare your answers with your partner. Provera sa celim odeljenjem. Mogući odgovori : 1 free, successful, famous, good – looking, lucky, happy, excited 2 good looks, success, hapiness, luck, fame, freedom 3 hapiness, fam, success 4 dangerous, exciting
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5 angry, difficulties 6 lucky, successful
Aktivnost 2. Udžbenik, strana 25, zadaci 4 a, b – zajedno. Razgovor – li čno iskustvo+predvi đanje sadržaja na osnovu slike. Speaking. What’s your favourite game show on TV? What’s the name of the show? Nastavnik postavlja pitanja Could you tell me the names of some TV game shows in our country? What do the contestants do? What do they need to know to be able to play the game? Look at the picture in your books (4 b). What’s the name of the game? What are people doing?
Aktivnost 3. Udžbenik, strana 25, zadaci 5 a, b. Slušanje i zapisivanje odre đene informacije – odgovaranje na pitanja. Listean and answer the questions. (Slušanje broj 1. 38) 5 a – Nastavnik kaže Listen to the recording without answering the questions. Pošto se tekst odsluša jednom u celini, nastavnik proverava da li im je teško da ga razumeju Is the programme easy to understand? Why? Why not? Sledi nova instrukcija Go through the questions with your partner. Učenici prolaze kroz pitanja brzo. Listen to the CD again and answer the questions. Work individually. Compare the answers with your partner.
5 b – Listen again and check. Rade individualno, na kraju se radi provera sa celim odeljenjem. Odgovori: 1 Brenda Cook, Sandra Harris, Arnold Davis, Martin King 2 Brenda: £ 3,000, Sandra: £ 8,000, Arnold: £ 15,000 3 They can double their money and win a holiday in Australia. 4 They lose everything.
Aktivnost 4. Udžbenik, strana 25, zadaci 6 a, b. Slušanje i odgovaranje na pitanja. Listen and answer the questions. (Slušanje broj 1. 39) 6 a – Postupak isti kao u 5 a. Odgovori: 1 Sandra. 2 T. 3 She spins the wheel. 4 She’ll have to think of eight things beginning with the letter T – two pieces of clothes, two kinds of sports, two kinds of animals, two kinds of food.
6 b – Nastavnik pita Is it easy to answer the questions? Would it be easy in Serbian? Let’s try to answer their questions. Could you name two pieces of clothes / two kinds of sports / animals / food beginning with T? Učenici govore, nastavnik zapisuje ideje na tabli. ZAVRŠNI DEO: Zadatak 7. Slušanje i upore đivanje. Listen and check your ideas. Write down their answers and compare with yours. (Slušanje broj 1. 40) Nastavnik govori gore navedenu instrukciju i pušta CD. Nakon toga sledi razgovor – Which answers are the
same? Which are different? Domaći zadatak: radna sveska, strana 18, zadatak 3, strana 19 zadaci 4 i (učenici koji žele) ZAPAŽANJA O ČASU I SAMOEVALUACIJA:
5; udžbenik strana 25, zadatak 8
Problemi koji su nastali i kako su rešeni: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ Sledeći put ću drugačije uraditi / promeniti: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ __________________________________________________________________________________________
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Opšta zapažanja: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___
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PREDMET: Engleski jezik ČAS BROJ: 21 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 2 – FAME AND FORTUNE NASTAVNA JEDINICA: UNIT 2 D – Luke’s in trouble TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - da komuniciraju o životu u školi i izražavaju svoje i tu đe zadovoljstvo / nezadovoljstvo u u čenju, proverama znanja / testovima i rezultatima / ocenama VASPITNI CILJEVI Učenici: - razvijaju svest o tome da ’bez muke nema nauke’ i prihvataju dobronamerne kritike - razvijaju drugarske navike i ne zloupotrebljavaju ne čiju pomoć i dobru volju ZADACI Učenici će: - raditi na tekstu koji govori o životu u školi – slušanje, čitanje, odgovaranje na pitanja i razgovor o tekstu - slušati i raditi na tekstu koji govori o pomo ći drugu u nevolji METODE I TEHNIKE RADA: kombinovani – razgovor, slušanje i čitanje priče i odgovaranje na pitanje (suština + detalji), predvi đanje kraja pri če, slušanje i odgovaranje na pitanja (ta čno – netačno) OBLICI RADA: frontalni, individualni, u paru NASTAVNA SREDSTVA: udžbenik, radna sveska, CD KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Građansko vaspitanje, Srpski jezik UVODNI DEO:
Provera domaćeg zadatka, uobi čajeno. Učenici koji su pripremili emisiju izvode je pred odeljenjem.
GLAVNI DEO: Aktivnost 1 – Udžbenik, strana 26, zadaci 1 a, b. Razgovor + čitanje i odgovaranje na pitanja. Tell the story about the last episode. Read and listen. Answer the questions. (Slušanje broj 1. 41) 1 a – Nastavnik vraća učenike na prethodnu epizodu What happened last time? (They had a French test.) How did they get on? (They all passed except Luke. He only scored 15 %.) Why did Luke do so badly? (He didn’t revise. He spent all weekend doing sport.)
1 b – Nastavnik kaže Look at the pictures. Describe what is happening in them. Who is Luke talking to? (to his teacher) Do you think his teacher i s satisfied with him? (No) Look at pictures 2 and 3 – How does Luke feel? (worried, dissatisfied) Read and listen to the story and answer the questions. Učenici rade individualno, upore đuju
odgovore sa svojim parom. Nastavnik prati, ali se ne meša. Provera sa celim odeljenjem. Odgovori: 1 He’s talking to his form teacher because he failed the French test and was not doing his homework. 2 He has to show his Geography project to his form teacher and he hasn’t done it.
Aktivnost 2. Udžbenik, strana 26, zadatak 2. Čitanje i odgovaranje na pitanja. Read and answer the questions.
Nastavnik daje instrukciju Read the questions in 2. Discuss them with your partner. Učenici razgovaraju o pitanjima kratko. Now read the text again and answer the questions. Postupak je dalje isti kao u zadatku 1 b.
Odgovori: 1 The kids’ form teacher. 2 Science, History, French (and Geography). 3 He was in a tennis competition all weekend. 4 Two weeks.
5 He was doing his Geography project. 6 He must show the project to his form teacher. 7 He hasn’t even started it yet.
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Aktivnost 3. Udžbenik, strana 27, zadaci 3 a, b, c. Predviđanje kraja priče. Čitanje i odgovaranje na pitanja (tačno – netačno) Listen and answer the questions. (Slušanje broj 1. 42) 3 a, b – Učenici dobijaju instrukciju Imagine you are Luke. What are you going to do. Talk to your partner. Nastavnik obilazi i sluša, ne pomaže, ali postavlja pitanja i sam. Kada završe, govore svoje ideje (Let me hear your ideas now), nastavnik ih piše na tabli. Nakon toga, pušta se CD ( Now listen to the recording and check your ideas.) jednom. Učenici se vraćaju na svoje ideje (koje su na tabli), nastavnik pita Which of these ideas are correct? 3 c – Nastavnik poziva učenike da pročitaju rečenice u zadatku 3c pre novog slušanja- Read the statements in c and predict your answers. Discuss them with your partner. Pošto završe, pušta se CD – Listen and mark the statements true ar false. Učenici rade individualno, upore đuju odgovore sa svojim parom. Nastavnik prati, ali se ne meša. Provera sa celim odeljenjem. Odgovori: 1 F 2 F 3 T 4 F 5 T
6T
Posle provere sledi diskusija u završnom delu časa.
ZAVRŠNI DEO: Nastavnik pita Was Rosie right to let Luke use her project? Why / Why not? Are Rosie and Luke good friends? Would you like a friend like Luke? Why / Why not? Do you think Rosie will get into trouble? What would you do if you were Rosie?
Domaći zadatak: radna sveska, strana 20, zadatak 1. ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ Sledeći put ću drugačije uraditi / promeniti: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ Opšta zapažanja: ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___ ____________________________________________________________________________________________ ___
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PREDMET: Engleski jezik ČAS BROJ: 22 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 2 – FAME AND FORTUNE NASTAVNA JEDINICA: UNIT 2 D – Luke’s in trouble TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će umeti: - da potvrde ili provere neku informaciju koriste ći strukturu ’question tags’ (checking or confirming information)
VASPITNI CILJEVI Učenici: - pomažu jedni drugima, objašnjavaju, ali ne rade zadatke za drugoga i ne prepisuju (Nadovezuje se na prethodni čas. Na ovom času će imati priliku da pokažu šta su nau čili u tom smislu na prethodnom času.) ZADACI Učenici će: - ponoviti svakodnevne izraze koji se odnose na jezik škole - učiti i uvežbavati jezi čku strukturu ’question tags’ - samostalno rešavati potpuno nepoznati zadatak na osnovu pravila i vežbi koje su prethodno ra đene METODE I TEHNIKE RADA: kombinovani – dopunjavanje izraza / re čenica odgovaraju ćim rečima, povezivanje parova rečenica, formulisanje pravila na osnovu zadatih elemenata, OBLICI RADA: frontalni, individualni, u paru, gupni NASTAVNA SREDSTVA: udžbenik, radna sveska, CD, nastavni listi ć (handout), za svakog u čenika po jedan primerak KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Građansko vaspitanje, Srpski jezik UVODNI DEO:
Provera domaćeg zadatka, uobi čajeno. Učenici koji su pripremili emisiju izvode je pred odeljenjem.
GLAVNI DEO: Aktivnost 1 – Udžbenik, strana 27, zadaci 4 a, b. Dopuni izraze. Everyday English. Complete the expressions. 4 a – Nastavnik poziva učenike da pokušaju da dopune izraze bez gledanja u tekst - Try to complete the expressions without looking back at the text. Work with your partner. Učenici rade zadatak, nastavnik obilazi i prati. Kada završe nastavnik ih vraća na tekst da provere svoje odgovore. Na kraju se radi provera sa celim odeljenjem. Odgovori: 1 see 2 look 3 pretty 4 no 5 to 6 that 7 even
4 b – Nastavnik izgovara rečenice na srpskom , u čenici govore koja je to re čenica na engleskom: 1 To nije opravdanje. (4) 2 Nisam č ak ni poč eo. (7) 3 Pogledao sam tvoj rad. (2) 4 Hteli ste da me vidite? (1) 5 Sve su pilič no loše. (3) 6 U tom sluč aju... (6) 7 Nisam č ak ni poč eo.
Aktivnost 2. Question tags. Uvođenje i uvežbavanje ove jezi čke strukture radiće se prošireno i razli čito od onoga što je ponuđeno u udžbeniku, ali će se ipak oslanjati na tekst.
Nastavnik podeli učenike u šest mešovitih grupa (jaki, srednji, sporiji). Svaki u čenik u grupi dobija po jedan nastavni list sa zadacima (handout) koji je u celini dat u prilogu uz ovu pripremu na strani 5. Radi se zadatak po zadatak sa ograničenim vremenom. Provera se radi na nivou celog odeljenja, posle svakog ura đenog zadatka. Nastavnik će pratiti rad u čenika u grupama, s posebnom pažnjom na to koliko uzajamno pomažu jedni drugima. Po potrebi će i sam pomagati. Ako nastavni proceni da je predložen broj re čenica u zadatku D isuviše veliki, može da odabere onoliko koliko misli da će moći na času da uradi.
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*Reči u italiku su rešenja.
Zadatak A. Čitanje i dopunjavanje re čenica. Nastavnik kaže Read the instruction. Ask your group member to explain it to you if you don’t understand it.
Complete these sentences from the story. 1 Luke doesn’t look very happy, _________________? (does he) 2 You can do that, _________________? (can’t you) 3 You’ve done some of it, _________________? (haven’t you) 4 It isn’t very good,_________________? (is it) 5 They’re all pretty poor, _________________? (aren’t they) 6 You had a French test last week, _________________? (didn’t you) 7 You didn’t revise, _________________? (did you) 8 You clearly weren’t spending time on your other homework, _________________? (were you) 9 Everybody’s got until next week for that, _________________? (haven’t they)
Zadatak B. Analiza rečenica i formulisanje pravila. Ovaj zadatak se radi mešovito: u čenici u grupama popunjavaju brojeve rečenica, a ostalo rade zajedno sa nastavnikom.
Write the numbers of sentences which are positive? 2 , ______, ______, ______, ______ (3, 5, 6, 9) Do we use a negative or a positive question tag after an affirmative sentence? ________________ (negative)
Complete the rule. After an ________________ sentence, we use a ________________ question tag. (affirmative)
(negative)
What about negative sentences? Which tag do we use after them? ________________ (affirmative)
Complete the rule. After a ________________ sentence, we use an ________________ question tag. (negative)
(affirmative)
Zadatak C. Proučavanje primera i donošenje zaklju čka. Ovaj deo će učenici raditi zajedno sa nastvnikom, s tim što sve primere čitaju učenici – naglas, a nastavnik pitanjima navodi da izvedu zaklju čke.
Study these examples. 1 2
3
1 2 3
Let’s play a trick on him, shall we?
*Ovde nastavnik može da napomene There are some other question tag possibilities with sentences where imperative is used (would ) .
Oh, shut up, will you! Don’t be too upset about it, will you? * * * I’m good at History, aren’t I? → Remember!!! * * * Someone / Somebody has been here, haven’t they? Nobody / No one has been here, have they? → We use a positive tag because the subject is negative. Everybody’s happy, aren’t they?
Which pronoun do we use if the subject of a sentence is someone, somebody, no one / nobody, everybody ? (they)
Zadatak D. Dodatna vežba. Postupak je isti kao u zadazku A.
Nastavnik će, pošto učenici sami pročitaju instrukciju, dodati You might find this exercise difficult, but don’t worry. Try to work out the question tags you haven’t seen so far. Učenici će pokušati da urade što više mogu, bez obzira na to što neke question tags do sada nisu videli. Mogu da zaklju če na osnovu onoga što su do sada radili. Nastavnik će tokom provere dati sva potrebna objašnjenja.
Complete the sentences with the correct question tags.
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You’re Russian, ___________? (aren’t you) The capital of Mongolia is Ulan Bator, _________? (isn’t it) You’ve done a lot of travelling, ___________? (haven’t you) 4 You speak Farsi, _________? (don’t you) 5 You wouldn’t hurt me, ___________? (would you) 6 You couldn’t lend me a fiver, __________? (could you) 7 There’ll be lots to see in Sicily, __________? (won’t there) 8 There won’t be too many people at the party, __________? (will there) 9 You can’t smoke at ‘Rose of York’__________? (can you) 10 Say something to me in Greek, _________? ( will you / would you) 11 Your father works in Canada, ___________? (doesn’t he) 12 You met your husband in Canada, __________? (didn’t you) 13 Help me with these bags, _________? (will you / would you) 14 Shakespeare was born in Stratford-Upon-Avon, _________? (wasn’t he) 15 You haven’t broken that, __________? (have you) 16 There aren’t any theatres in Saudi Arabia, __________? (are there) 17 Look after this for a moment, _________? ( will you / would you) 18 Susan looks really great, __________? (doesn’t she) 19 Your father doesn’t drink whisky, _________? (does he) 20 You haven’t got a dog, ________? (have you) 21 I’m a teacher, ___________? (aren’t I) 22 There isn’t any soccer violence in your country, __________? (is there) 23 He’s got a very peculiar voice, __________? (hasn’t he) 24 Soho isn’t a very nice area, ________? (is she) 25 You haven’t got a pen by any chance, _________? (have you) 26 Let’s take a break, _________? (shall we) 27 You don’t like football, ________? (do you) 28 They’re not exactly slim, _________? (are they) 29 Your brother can’t drive, _________? (can he) 30 She’s never loved her parents, ________? (has she) → positive tag because of never 31 She’s going to have a baby soon, ________? (isn’t she) 32 Some people are really crazy, _________? (aren’t they) 33 We’re going to Bournemouth on Saturday, _________? (aren’t we) 34 You’d like to win a fortune on the lottery, _________? (wouldn’t you) 35 The night bus service is very convenient, ________? (isn’t it) 36 You must be careful when you go to Rio de Janeiro, __________? (mustn’t you) 37 I’m always right, _________? (aren’t I) 38 Nobody will ever love him, _________? (will they) 39 Someboy’s taken my umbrella, _________? (haven’t they) 1 2 3
ZAVRŠNI DEO: provera zadatka D.
Domaći zadatak: radna sveska, strana 20, zadatak 3 i strana 21, zadatak 5. ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: ____________________________________________________________________________________________ ____________________________________________________________________________________________ ___________________________________________________________________________________________ Sledeći put ću drugačije uraditi / promeniti: ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ Opšta zapažanja:
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____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________
Handout for students A. Complete these sentences from the story. 1 Luke doesn’t look very happy, _________________? 2 You can do that, _________________? 3 You’ve done some of it, _________________? 4 It isn’t very good,_________________? 5 They’re all pretty poor, _________________? 6 You had a French test last week, _________________? 7 You didn’t revise, _________________? 8 You clearly weren’t spending time on your other homework, _________________? 9 Everybody’s got until next week for that, _________________? 2 , ______, ______, ______, ______ B. Write the numbers of sentences which are positive? Do we use a negative or a positive question tag after an affirmative sentence? ________________
Complete the rule. After an ________________ sentence, we use a ________________ question tag. What about negative sentences? Which tag do we use after them? ________________ Complete the rule. After a ________________ sentence, we use a ________________ question tag.
C. Study these examples. 1 2 3
Let’s play a trick on him, shall we? Oh, shut up, will you! Don’t be too upset about it, will you ?
I’m good at History, aren’t I ?
1 2 3
10 11 12 13 14 15 16
Someone / Somebody has been here, haven’t they? Nobody / No one has been here, have they? Everybody’s happy, aren’t they?
17 18 19 20 21 22
Which pronoun do we use if the subject of a sentence is someone, somebody, no one / nobody ?
23 24 25
D. Complete the sentences with the correct question tags. 1 2 3 4 5 6 7 8 9
You’re Russian, ___________? The capital of Mongolia is Ulan Bator, _________? You’ve done a lot of travelling, ___________? You speak Farsi, _________? You wouldn’t hurt me, ___________? You couldn’t lend me a fiver, __________? There’ll be lots to see in Sicily, __________? There won’t be too many people at the party, __________? You can’t smoke at ‘Rose of York’__________?
26 27 28 29 30 31 32 33
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Say something to me in Greek, _________? Your father works in Canada, ___________? You met your husband in Canada, __________? Help me with these bags, _________? Shakespeare was born in Stratford-Upon-Avon, _________? You haven’t broken that, __________? There aren’t any theatres in Saudi Arabia, __________? Look after this for a moment, _________? Susan looks really great, __________? Your father doesn’t drink whisky, _________? You haven’t got a dog, ________? I’m a teacher, ___________? There isn’t any soccer violence in your country, __________? He’s got a very peculiar voice, __________? Soho isn’t a very nice area, ________? You haven’t got a pen by any chance, _________? Let’s take a break, _________? You don’t like football, ________? They’re not exactly slim, _________? Your brother can’t drive, _________? She’s never loved her parents, ________? She’s going to have a baby soon, ________? Some people are really crazy, _________? We’re going to Bournemouth on Saturday, _________?
34 You’d like to win a fortune on the lottery, _________? 35 The night bus service is very convenient, ________? 36 You must be careful when you go to Rio de Janeiro, __________? 37 I’m always right, _________? 38 Nobody will ever love him, _________? _________? 39 Someboy’s taken my umbrella, ________
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PREDMET: Engleski jezik ČAS BROJ: 23 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 2 – FAME AND FORTUNE NASTAVNA JEDINICA: UNIT 2 – English across the curriculum - ICT: computers TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - da prepoznaju i imenuju delove ra čunara (hardver) i osnovne softverske pojmove i komuniciraju o informacionim tehnologijama VASPITNI CILJEVI Učenici: - uočavaju dobre i loše strane upotrebe ra čunara i interneta ZADACI Učenici će: - učiti i uvežbavati leksiku i jezi čke strukture koje se odnose na ra čunare METODE I TEHNIKE RADA: kombinovani – spajanje reči i slike, dopunjavanje teksta po se ćanju, intervju – pronađi nekoga ko..., izveštavanje, slušanje definicije i poga đanje reči OBLICI RADA: frontalni, individualni, u paru NASTAVNA SREDSTVA: udžbenik, radna sveska, CD KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Informatika i ra čunarstvo UVODNI DEO:
Provera domaćeg zadatka, uobi čajeno. Nastavnik najavljuje temu – We are going to learn and talk about computers today. Which words about computers do you know? Učenici nabrajaju, nastavnik piše na tabli i dalje pita – Which of these words refer to computer hardware? What is harsware? (computer eqipment) What is software? (computer programs) What does ICT stand for? ( information information and communication and communication technology )
*Pretpostavlja se da je svim u čenicima ova tema manje više poznata. više poznata.
GLAVNI DEO: Aktivnost 1– Udžbenik, strana 29, zadaci 1 a, b. Poveži sliku i re č. Match the words words to the the pictures. Listen, check and repeat. (Slušanje broj 2. 3) Jedan učenik čita instrukciju naglas. Nastavnik dodaje Write the numbers individually and compare your 1 a – Jedan answers with your partner. Učenici rade, nastavnik obilazi i pomaže sporijim u čenicima.
1 b – Now listen, check and repeat. Pušta se CD. Na kraju se radi provera sa celim odeljenjem. Odgovori: Computer hardware – 4, 1, 2, 8, 9, 6, 7 (some call it a ’mouse pad’) Computer software –3
/’k ɜ:sə(r)/ (nastavnik ponavlja izgovor), 12, 13, 10, 11, 5
Aktivnost 2. Udžbenik, strana 29, zadaci 2 a, b. Čitanje, slušanje i popunjavanje teksta . Read, listen and fill in the gaps. (Slušanje broj 2. 4) 2 a – Nastavnik kaže Read the instruktions in 2a silently i proverava da li su razumeli – What do you have to do? Jedan učenik objašnjava. Nastavnik dodaje – Work with your partner- i pušta CD. Nastavnik radi isto što i u prethodnoj aktivnosti. Kada se slušanje završi, učenicima se ostavi još malo vremena da provere i eventualno dopune ono sšto su propustili. 2 b – Listen again and check. Učenici slušaju tekst još jednom i proveravaju. Na kraju se radi provera sa celim odeljenjem. Odgovori: 1 click 2 launch 3 save 4 back up 5 hard drive 6 CD 7 memory stick 8 quit 9 shut down 10 connect 11 user name 12 password 13 download 14 virus 15 firewall 16 technology 17 connections 18 laptop 19 online 20 wi - fi
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Aktivnost 3. Udžbenik, strana strana 29, zadatak 3. Intervju – istraživanje. Find someone who ...
Nastavnik daje instrukciju Go through the statements with your partner and check if you understand them. Učenici čitaju i komentarišu, nastavnik pomaže po potrebi. Kada završe nastavnik daje detaljno uputstvo:
Take your book and a piece of paper. Walk around the classroom and find someone who has experienced each situation – a different person for each situation. You must ask three questions – 1 Have you ever ... ? 2 When did it happen? 3 What did you do about it? Kada završe, vra ćaju se na svoja mesta i pred celim odeljenjem govore šta su
otkrili.
ZAVRŠNI DEO:
Ponavlajnje vokabulara. Nastavnik izgovara definicije, učenici pogađaju reč. Listen to these definitions and guess the word:
1 A small A small flashing line flashing line on a computer screen screen that you you move to mark the mark the point point where where you you are going are going to to type or do or do something (a cursor) 2 To make a copy of information of information on your on your computer computer (to (to back up) 3 A small A small disk disk drive drive that can that can store store information for information for use use in electronic equipment and equipment and that that you you carry around with around with you you (memory stick) 4 A computer program program that prevents people prevents people from from entering a entering a computer system system illegally and stealing information stealing information or causing damage causing damage (firewall) (firewall) 5 A set A set of of standards for standards for wireless wireless local area local area networks (wi-fi) networks (wi-fi) 6 It’s a synonim for hard disc (a hard drive)
Domaći zadatak: udžbenik, strana 29, zadatak 4. U čenici ga rade na papirima kako bi nastavnik mogao da ih pokupi i pegleda. *Podsetiti učenike da je prezentacija projekata planirana za naredni čas. ZAPAŽANJA O ČASU I SAMOEVALUACIJA:
Problemi koji su nastali i kako su rešeni: _____________________________________ _______________________________________________________ ______________________________________ _____________________________________ ____________________ ___ _____________________________________ _______________________________________________________ ______________________________________ _____________________________________ ____________________ ___ _____________________________________ _______________________________________________________ ______________________________________ _____________________________________ ____________________ ___ Sledeći put ću drugačije uraditi / promeniti: ___________________________________ ______________________________________________________ _____________________________________ ____________________________________ _______________________ _____ ___________________________________ ______________________________________________________ _____________________________________ ____________________________________ _______________________ _____ ___________________________________ ______________________________________________________ _____________________________________ ____________________________________ _______________________ _____ Opšta zapažanja: ___________________________________ ______________________________________________________ _____________________________________ ____________________________________ _______________________ _____ ___________________________________ ______________________________________________________ _____________________________________ ____________________________________ _______________________ _____ ___________________________________ ______________________________________________________ _____________________________________ ____________________________________ _______________________ _____
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PREDMET: Engleski jezik ČAS BROJ: 24 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 2 – FAME AND FORTUNE NASTAVNA JEDINICA: UNIT 2 – Revision 2 (structures and vocabulary from Unit 2) TIP ČASA: sistematizacija OBRAZOVNI CILJEVI Učenici će moći: - da sistematizuju i primene ste čena znanja u nepoznatom kontekstu VASPITNI CILJEVI Učenici: - razvijaju sopstvene strategije u čenja ZADACI Učenici će: - ponavljati i uvežbavati glagolske oblike past simple i present perfect - ponavljati i uvežbavati jezičku strukturu ’question tags’ METODE I TEHNIKE RADA: kombinovani – dopunjavanje rečenica odgovaraju ćim oblikom glagola / glagolom, višestruki izbor OBLICI RADA: frontalni, individualni, u paru NASTAVNA SREDSTVA: udžbenik, radna sveska, CD KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Informatika i ra čunarstvo UVODNI DEO:
Učenici predstavljaju svoje projekte. (10 – 15 minuta) (Ovo je najvljeno na času broj 19.) Postupak je isti kao na času broj 12.
GLAVNI DEO: Aktivnost 1– Udžbenik, strana 29. Strategije učenja. Study skills – plan your revision.
Nastavnik kaže Study skills boxes give practical suggestions about how to learn. Read the information in the box. Imagine that you will have a test on this unit next week. Plan your revision for this test. Učenici prave svoje planove (može i na srpskom) i međusobno ih upore đuju. Nastavnik obilazi, pomaže i sugeriše neka rešenja.
Aktivnost 2 - Udžbenik, strana 30, zadaci 1 a, b. Popunjavanje rečenica. Present perfect / past simple. Complete the sentences with the verbs in brackets. (Slušanje broj 2. 5) 1 a – Vežba počinje razgovorom o slici – Who is she? What do you think she has / hasn’t done? (frontalno), u čenici zatim rade zadatak individualno. Pošto završe, upore đuju sa svojim parom. 1 b – Listen again and check. Učenici slušaju i proveravaju. Na kraju se radi provera sa celim odeljenjem. Odgovori: 1 ’s made / made 2 lived / ’s lived 6 has written / wrote
3 did / hasn’t done 4 haven’t seen / saw 5 sang / hasn’t sung
Aktivnost 3 - Udžbenik, strana 30, zadaci 3 a, b. Popunjavanje rečenica. Complete the sentences with been or gone. (Slušanje 2. 6) 3 a – Učenici sami čitaju instrukciju i rade zadatak. Postupak isti kao kod zadatka 1 a. 3 b - Listen and check your answers. Učenici slušaju i proveravaju. Na kraju se radi provera sa celim odeljenjem. Odgovori: 1 gone
2 been / been
3 gone / gone 4 been / been 5 been / gone
Aktivnost 4 - Udžbenik, strana 30, zadatak 4. Popunjavanje rečenica. Complete the sentences with question tags.
Postupak isti kao kod 3 a. Odgovori: 2 have we 3 didn’t you 4 doesn’t he 5 were you 6 isn’t it 7 haven’t we
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8 aren’t they 9 will you 10 aren’t they
*Ako bude vremena radi se i aktivnost 5 - Udžbenik, strana 31, zadaci 2 a, b. Izaberi tačnu opciju. Choose the correct time expression. (Slušanje broj 2. 7) 2 a – Učenici sami čitaju instrukciju i rade zadatak. Postupak isti kao kod zadatka 3 a u aktivnosti 3 2 b - Listen and check your answers. Učenici slušaju i proveravaju. Na kraju se radi provera sa celim odeljenjem. Odgovori: 1Before
2 After
3 At first 4 after a while 5 Whenever 6 Then 7 After that 8 In the future
Nastavnik na kraju pita What are these words used for?(for joining sentences and making it easier to understand the sequence of events)
ZAVRŠNI DEO: Razgovor – Are you satisfied with what you can do / you have learnt? What are you going to revise and practise more?
Domaći zadatak: udžbenik, strane 22 i 23, svi zadaci. ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Sledeći put ću drugačije uraditi / promeniti: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Opšta zapažanja: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
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PREDMET: Engleski jezik ČAS BROJ: 25 ODELJENJE: DATUM: NASTAVNA TEMA: THE FIRST WRITTEN TEST NASTAVNA JEDINICA: Preparation for the first written test TIP ČASA: sistematizacija OBRAZOVNI CILJEVI Učenici će moći: - da sistematizuju i primene ste čena znanja u nepoznatom kontekstu VASPITNI CILJEVI Učenici: - razvijaju pozitivan odnos prema u čenju (kroz aktivnosti samoprocenjivanja i samoocenjivanja) - razvijaju svest o sebi i svojim postignu ćima i očekivanjima na realnim osnovama – ovo želim da znam, a ovo znam, ono što ne znam mogu da znam ako potražim pomo ć ZADACI Učenici će: - uvežbavati vokabular i jezi čke strukture koje su se radile u okviru nastavnih tema ra đenih do sada METODE I TEHNIKE RADA: kombinovani – OBLICI RADA: NASTAVNA SREDSTVA: KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: povezano je sa svim do sada spomenutim predmetima i temama UVODNI DEO: Provera doma ćeg zadatka. Radi se na nivou celog odeljenja, frontalno. Pošto utvrde šta znaju / umeju da urade, učenici će, na par četu papira, napisati šta moraju dodatno da uvežbavaju i dati to nastavniku kako bi on mogao da organizuje i pripremi dodatna vežbanja za te jezi čke partije. Ovo je postupak koji će se primenjivati svaki put kada se radi PROGRESS CHECK, te se ne će posebno navoditi u tim pripremama za čas. Učenike treba ohrabriti da slobodno napišu šta im je bilo teško i gde su grešili, da potraže pomo ć jer će nastavnik to shavtiti kao njihovo interesovanje koje će svakako biti nagra đeno.
GLAVNI DEO: S obzirom da su test i priprema za test individualna stvar nastavnika, ovde je ostavljeno da svaki nastavnik za sebe uradi ovu pripremu. Potrebno je dopuniti metode i tehnike rada, oblike rada i nastavna sredstva. OVDE UNESITE ZADATKE KOJE ĆETE VEŽBATI .
ZAVRŠNI DEO:
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ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Sledeći put ću drugačije uraditi / promeniti: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Opšta zapažanja: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
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PREDMET: Engleski jezik ČAS BROJ: 26 ODELJENJE: DATUM: NASTAVNA TEMA: THE FIRST WRITTEN TEST NASTAVNA JEDINICA: The first written test TIP ČASA: provera znanja OBRAZOVNI CILJEVI Učenici će moći: - da primene ste čena znanja i veštine iz oblasti (OVDE NAVESTI KOJE OBLASTI SE PROVERAVAJU) VASPITNI CILJEVI Učenici: - razvijaju pozitivan odnos prema proveri znanja i veština-provera je prilika da utvrdimo šta znamo da uradimo ZADACI Učenici će: - raditi zadatke koji pokrivaju (OVDE NAVESTI OBLASTI KOJE SE POKRIVAJU) METODE I TEHNIKE RADA: pismeno izlaganje OBLICI RADA: individualni NASTAVNA SREDSTVA: vežbanka i list sa zadacima KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: povezano je sa svim do sada spomenutim predmetima i temama UVODNI DEO: Nastavnik deli zadatke i daje dodatna objašnjenja i uputstva.
GLAVNI DEO: Učenici rade pismeni zadatak.
Sadržaj pismenog zadatka: OVDE UNESITE ZADATKE.
ZAVRŠNI DEO: Učenici završavaju pismeni zadatak. Nastavnik skuplja sveske.
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ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Sledeći put ću drugačije uraditi / promeniti: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Opšta zapažanja: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
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PREDMET: Engleski jezik ČAS BROJ: 27 ODELJENJE: DATUM: NASTAVNA TEMA: THE FIRST WRITTEN TEST NASTAVNA JEDINICA: The correction of the first written test TIP ČASA: sistematizacija OBRAZOVNI CILJEVI Učenici će moći: - da uoče i samostalno ili uz pomo ć nastavnika / drugog u čenika isprave greške VASPITNI CILJEVI Učenici: - razvijaju pozitivan odnos prema radu, greške doživljavaju kao svoje prijatelje ZADACI Učenici će: - uočavati, analizirati i ispravljati greške METODE I TEHNIKE RADA: kombinovani - pismeno izlaganje, objašnjenje OBLICI RADA: individualni, frontalni NASTAVNA SREDSTVA: vežbanka i list sa zadacima KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: povezano je sa svim do sada spomenutim predmetima i temama UVODNI DEO: Nastavnik deli pismene zadatke i uopšteno kmentariše rezultate.
GLAVNI DEO:
Analiza najčešćih grešaka. Nastavnik iznosi naj češće greške, prvo pita u čenike da ih isprave i objasne, ukoliko ne mogu, to čini sam.
OVDE UNETI NAJČEŠĆE GREŠKE.
Učenici rade ispravak pismenog zadatka.
OVDE UNETI NAČIN NA KOJI ĆE SE ISPRAVAK PISMENOG ZADATKA RADITI. AKO SE ODLUČITE ZA GRUPNI RAD (koji je preporu čljiv i efikasan), DODAJTE ’grupno’ KOD OBLIKA RADA.
ZAVRŠNI DEO: Razgovor sa učenicima o njihovim utiscima vezanim za zadatke i uspeh.
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ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Sledeći put ću drugačije uraditi / promeniti: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Opšta zapažanja: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
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PREDMET: Engleski jezik ČAS BROJ: 28 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 3 – HEALTH AND SAFETY NASTAVNA JEDINICA: UNIT 3 A – Your body TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - da prepoznaju i imenuju delove tela i komuniciraju o zdravim stilovima života VASPITNI CILJEVI Učenici: - razvijaju zdrave navike i zdrave stilove života ZADACI Učenici će: - slušati pesmu u kojoj su upotrebljene re či koje se odnose na delove tela (uvodna aktivnost) - učiti i uvežbavati vikabular koji se odnosi na delove tela i zdrave stilove života - čitati, analizirati i komentarisati savete koji se odnose na zdrave stilove života METODE I TEHNIKE RADA: kombinovani – pesma – slušanje i popunjavanje praznina, dopunjavanje re čenica odgovarajućim rečima, višestruko spajanje, čitanje i pronalaženje detalja (scanning), razgovor, argumentacija OBLICI RADA: frontalni, individualni, u paru, grupni NASTAVNA SREDSTVA: udžbenik, radna sveska, CD KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Biologija, Muzi čka kultura UVODNI DEO:
Čas počinje pesmom Ain’t got no (udžbenik, strana 43, slušanje broj 2. 28). Nastavnik kaže Read the words quickly. Check for any vocabulary you don’t know. Rade u parovima. Kada završe nastavnik objašnjava re či koje su im eventualno nepoznate i pita What does ’ain’t got no’ mean? (a slang variation of ’I haven’t got any’). Sledi instrukcija Listen to the song and complete the missing parts of the body. Pušta se CD, u čenici slušaju i popunjavaju praznine individualno i upore đuju odgovore sa svojim parom. Nastavnik pušta CD još jednom – Listen again and check your answers-učenici proveravaju i ispravljaju greške. Zatim sledi provera sa celim
odeljenjem. Odgovori: 1 head 2 ears 3 nose 4 smile 5 chin 6 lips 7 heart 8 back 9 arms 10 fingers 11 feet 12 liver
*Nastavnik na kraju može da ispri ča nešto i o samoj pesmi – The song ’Ain’t got no’ is based on a song from HAIR a rock musical which was also made into a film in 1979 by Milos Forman. Nina Simone, an American singer and song writer, recorded this version in 1968 with slightly different lyrics.
GLAVNI DEO: Aktivnost 1 – Udžbenik, strana 32, zadaci 1 a, b, c. Delovi tela – psanje i spajanje. Write the names of the parts of the body. Listen and ,atch the words to the parts of the body. (Slušanje broj 2. 10) 1 a – Jedan učenik pročita instrukciju naglas. Nastavnik proverava da li su razumeli šta se od njih traži i ponavlja Complete the red labels only. Rade u parovima. Nastavnik prati i pomaže gde je potrebno. Provera sa celim odeljenjem. Odgovori: 1 hair 2 head 3 ears 4 eyes 5 nose 6 mouth 7 teeth 8 arm 9 hand 10 finger 11 stomach 12 leg 13 foot 14 toes
1 b, c – Nastavnik kaže Copy the words in b in your notebooks. Kada završe poziva ih da pro čitaju zadatak - Read the instruction - i proverava da li su razumeli. Pušta CD, u čenici slušaju i spajaju sliku i re č (pišu broj slike pored re či koju ona opisuje). Rade individualno, upore đuju odgovore sa parom. Nastavnik prati, ali se ne meša. Slušaju CD još jednom i proveravaju. Iza toga sledi provera sa celim odeljenjem. Odgovori: 1 forehead 2 lips 3 tongue 4 neck 5 throat 6 wrist 7 bottom 8 knee 9 shin 10 calf 11 ankle 12 heel 13 thigh 14 elbow 15 ches 16 shoulder 17 palm 18 thumb
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Aktivnost 2. Udžbenik, strana 32, zadaci 2 a, b. Čitanje i pronalaženje detalja. Read and tick the correct answers. 2 a– Uvod u priču. Nastavnik zapo činje razgovor pitanjima What advice could you give someone about their stomach? (tako za sve ostalo što je vedeno u zadatku) i zapisuje njihove ideje na tablu. Sledi instrukcija Read the text and find which topics from the list are covered. Učenici čitaju tekst i rade zadatak individualno. Provera se radi na nivou celog odeljenja. Odgovori: eating, your skin, exercise, your feet, smoking. U nastavku se od u čenika traži da kažu koji se pasus odnosi na koju temu – Which paragraph talks about each topic? (eating (2), your skin (4), exercise (1), your feet (5), smoking (3))-frontalno. 3 b – Učenici se podele u grupe, nastavnik objašnjava zadatak – You should agree on two suggestions from the text that you find most important. Write your reasons. Dok učenici rade, nastavnik prati, podsti če, postavlja pitanja i pomaže. Izveštavanje je u završnom delu časa. ZAVRŠNI DEO:
Učenici izveštavaju. Dok jedna grupa izveštava ostali slušaju i komentarišu pošto završe. Na kraju u čenici glasaju za savet koji oni smatraju najvažnijim.
Domaći zadatak: radna sveska, strana 24, zadatak 1, 2 ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Sledeći put ću drugačije uraditi / promeniti: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Opšta zapažanja: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
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PREDMET: Engleski jezik ČAS BROJ: 29 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 3 – HEALTH AND SAFETY NASTAVNA JEDINICA: UNIT 3 A – Your body TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - da daju dodatne informacije o ne čemu koristeći odnosne re čenice VASPITNI CILJEVI Učenici: - razvijaju zdrave navike i zdrave stilove života ZADACI Učenici će: - učiti i uvežbavati odnosne re čenice METODE I TEHNIKE RADA: kombinovani – slušanje i traženje odre đene informacije u tekstu, razgovor, objašnjenje, dopunjavanje re čenica OBLICI RADA: frontalni, individualni, u paru NASTAVNA SREDSTVA: udžbenik, radna sveska, CD KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Srpski jezik UVODNI DEO:
Provera domaćeg zadatka.
GLAVNI DEO: Aktivnost 1 – Relative clauses. (Postupak uvođenja odnosnih rečenica se u potpunosti razlikuje od predloženog u udžbeniku, ali se oslanja na tekst i zadatak 3d u udžbeniku.)
Find the sentence which... Učenici pronalaze rečenice koje nastavnik traži. Kada ih prona đu, izgovaraju ih (čitaju) i zapisuju. Nastavnik ih piše na tabli.
Find the sentence which: 1 tells you something about people who take exercises Young people that take exercise are fitter, happier and healthier than those who don’t.
2 tells you how to treat food containing lots of fat and sugar Don’t fill youself up with food that contains lots of fat and sugar.
3 tells what you might expect if you wear shoes that are too tight Shoes which are too tight or too loose will damage your feet, your ankles and your posture.
Nastavnik vraća učenike na re čenice, postavlja pitanja i navodi ih da donose zaklju čke. Kako učenici govore delove rečenica koje se traže, nastavnik ih podvla či.
1 What kind of young people are described in sentence one? (those that take exercise and those who don’t) 2 What kind of food is not god for you? (that contains lots of fat and sugar) 3 What kind of shoes would be bad for you? (which are too tight or loose) 4 What do we call clauses that give us some more information about people or things? Nastavlja asocijativnim rečenicama - These pieces of information describe people and thngs, they relate to them. (relative clauses) 5 When do we use relative clauses? (when we want to give some more information about people or things.
Nastavnik, zatim, na tabli napiše We use ______________________ when we want ____________________ more ____________________ about people, animals or things i poziva učenike da dopune re čenicu.
Odgovori: relative clauses, to give, information
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Aktivnost 2 - Relative pronouns.
Nastavnik pita What words do we use to introduce relative clauses? (which, that, who) What do we call these words in English? (relative pronouns). Look at the green box in exercise 3 d in your Students’ Books. Complete the rules. Rade individualno, provera sa celim odeljenjem. Odgovori: 1 that 2 who 3 which
Aktivnost 3 – Udžbenik, strana 33, zadatak 4 a. Dopunjavanje rečenica. (Malo je izmenjen u odnosu na udžbenik.) Make relative clauses to complete the sentences. Use who or which.
Nastavnik daje gore navedenu instrukciju. Učenici rade u paru. nastavnik prati i pomaže. Provera sa celim odeljenjem.
Odgovori: 1 who look after their bodies 2 which don’t fit properly 3 which contains vitamins and minerals 4 who have fair skin 5 which isn’t good for you 6 who don’t get enough exercise
Aktivnost 4 – Whom / Whose. Ovo su odnosne zamenice koje je potrebno obraditi u sedmom razredu, a ne nalaze se u udžbeniku. Nastavnik će dati kratko objašnjenje i za njih. 1 This is the boy to whom I lent my pen yesterday. (object) or: ... who I lent my pen to 2 The girl whom I chose will get a present. 3 This is the gentleman whom I mentioned a moment ago. 4 I am not sure whose that is. (possessive) 5 This is the boy whose mother is *Whom is used only in written English and in formal spoken English . Who is normally used as the object of a verb or preposition, but immediately after a preposition whom is generally used - the man with whom she lived . It would, however, be more natural to say- the man she lived with.
*Ako nastavnik proceni da su u čenici dovoljno jaki i ako ima vremena, može da navede i slede ća dva primera. I know a place where you can hide. (relative adverb) I remember the day when th war began. ( relative adverb)
*Ostali zadaci iz udžbenika se ne će raditi. Zadatak 6 će se raditi u okviru doma će zadatka.
ZAVRŠNI DEO: Kratak osvrt na čas – What have we practised / learnt so far?
Domaći zadatak: radna sveska, strana 25, zadatak 3, 4, 5, udžbenik, strana 33, zadatak 6 ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Sledeći put ću drugačije uraditi / promeniti: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Opšta zapažanja: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
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PREDMET: Engleski jezik ČAS BROJ: 30 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 3 – HEALTH AND SAFETY NASTAVNA JEDINICA: UNIT 3 B – Sweet Sue has the last laugh TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - da prepoznaju uzrok i mogu ću posledicu i primaju i daju savete koriste ći glagole should / might VASPITNI CILJEVI Učenici: - uviđaju potrebu da se bude oprezan kako ne bi došlo do neželjenih posledica ZADACI Učenici će: - ponavljati i uvežbavati glagole should i might za davanje saveta - raditi na tekstu koji pokriva gore navedene ciljeve METODE I TEHNIKE RADA: kombinovani – slušanje i čitanje i odgovaranje na pitanja (opšte razumevanje), dopunjavanje re čenica po sećanju, čitanje i traženje odre đenih informacija, razgovor, objašnjenje OBLICI RADA: frontalni, individualni, u paru NASTAVNA SREDSTVA: udžbenik, radna sveska, CD KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Građansko vaspitanje UVODNI DEO:
Provera domaćeg zadatka.
GLAVNI DEO: Aktivnost 1 – Udžbenik, strana 34, zadatak 1. Slušanje, čitanje i odgovaranje na pitanja (general comprehension). Read, listen and answer the questions. (Slušanje broj 2. 15)
Po potrebi, a pre rada na tekstu, nastavnik će dati objašnjenja za slede će reči:
boot - the covered space at the back of a car , used for carrying things in. The American word is trunk . trip ( over / on sth) - to catch your foot on sth when you are walking and fall or nearly fall - Don't leave your bag on the floor. Someone might trip over it.
Učenici gledaju slike, nastavnik postavlja pitanja – Where are they? (at work) What are they doing?(taking in some boxes) What ideas do you have about this episode? How does Sue feel in the pictures? (annoyed) Why? Nastavnik daje instrukciju Read the instruction in 1, then read the questions i pušta CD. Učenici odgovaraju na
pitanja u paru, provera sa celim odeljenjem. Odgovori:1 He criticizes everything Sweet Sue does and suggests somathing else. 2 They are stolen because he left his door open.
Aktivnost 2 - Udžbenik, strana 35, zadatak 2 (should / might). Dopunjavanje rečenica po sećanju. Complete the sentences from the stoty.
Nastavnik kaže Complete the sentences without looking back at the story then check the text to see if they are right. Rade individualno, upore đuju odgovore sa svojim parom, provera se radi sa celim odeljenjem.
Odgovori: 1 shouldn’t put
2 should lock
3 might hurt
4 might not see
Aktivnost 3 – Udžbenik, strana 35, zadatak 3. Čitanje – traženje odre đenih informacija. Read, find and write.
Učenici se vraćaju na tekst. Dobijaju instrukciju – Go back to the text and find what advice Smart Alec gives about these things. Write the pieces of advice in your notebooks. Work with your partner. Nastavnik prati, ali se ne meša. Provera se radi sa celim odeljenjem. U čenici govore re čenice, nastavnik ih piše na tabli i podvla či oblike sa should / shouldn’t.
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Odgovori: 1 You should lock your bag in the boot. You shouldn’t leave it on the seat. 2 You shouldn’t leave these things on the stairs. You should leave them where people can’t trip over them 3 You shouldn’t bend over to lift heavy things. You should lift them with a straight back.
Aktivnost 4 – Udžbenik, strana 35, zadatak 4. Dopunjavanje rečenica odgovaraju ćim glagolom. Complete the sentences with should / shouldn’t / might / might not.
Učenici rade ovaj zadatak potpuno sami, u paru, bez pomo ći nastavnika. Provera sa celim odeljenjem.
Odgovori: 1 should / might 2 should / might 3 shouldn’t / might not / might 6 should / might
4 shouldn’t / might not
5 should / might
ZAVRŠNI DEO:
Should / might – revision. Nastavni poziva učenike da smisle savete koje će dati nastavniku koriste ći should i might – Give your teacher some advice using should / might. For example – You shouldn’t give us homework each class. We might not do it. Učenici se obraćaju nastavniku svojim savetima, nastavnik odgovara na njih, npr. Thank you for your advice. I’ll think about it. That sounds interesting.
Domaći zadatak: radna sveska, strana 26, zadaci 1, 2, 3. ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Sledeći put ću drugačije uraditi / promeniti: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Opšta zapažanja: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
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PREDMET: Engleski jezik ČAS BROJ: 31 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 3 – HEALTH AND SAFETY NASTAVNA JEDINICA: UNIT 3 B – Sweet Sue has the last laugh TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - da daju dodatne informacije o temi koriste ći odnosne re čenice (Object relative clauses) VASPITNI CILJEVI Učenici: - sarađuju i pokazuju interesovanje za afinitete i interesovanja drugih ZADACI Učenici će: - učiti i uvežbavati odnosne re čenice - pisati rečenice o sebi i svojim afinitetima i interesovanjima METODE I TEHNIKE RADA: kombinovani – dopunjavnje re čenica odgovaraju ćim rečima po sećanju, spajanje rečenica, sastavljanje rečenica po modelu na osnovu ponu đenih reči OBLICI RADA: frontalni, individualni, u paru NASTAVNA SREDSTVA: udžbenik, radna sveska, CD KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Srpski jezik UVODNI DEO:
Provera domaćeg zadatka.
GLAVNI DEO: Aktivnost 1 – Udžbenik, strana 35, zadaci 5 a, b. Dopunjavnaje rečenica. Complete the sentences from the story. 5 a – Nastavnik kaže – Complete the sentences without looking back at the story then check the text to see if they are right. Rade individualno, upore đuju odgovore sa svojim parom, provera se radi sa celim odeljenjem. Odgovori: 1 that we bought
2 that are heavy
Učenici čitaju objašnjenja u zagradi naglas, nastavnik daje objašnjenje za upotrebu odnosnih zamenica which i who.
5 b – Sledi nova instrukcija – Go through the text and undrline other relatoive clauses marking them subject / object. Work with your partner. Nastavnik obilazi, prati, postavlja pitanja – What kind of relative clauses is that sentence? Which relative pronoun is used? Provera se radi sa celim odeljenjem. U čenici čitaju rečenice, analiziraju da li je subject ili object, nastavnik će po potrebi dati objašnjenja. Aktivnost 2 - Udžbenik, strana 35, zadatak 6 Povezivanje rečenica. Combine the sentences. Use relative clauses.
Nastavnik daje sledeću instrukciju – Combine these sentences using relative clauses. Use who and which together with that . For example: This is the band that / who I like to listen to – piše primer na tabli. Work with your partner. Nastavnik obilazi, prati, ne pomaže. Provera se radi sa celim odeljenjem.
Odgovori: 2 This is the album which / that I like best. 3 Here’s the poster that / which I bought at their gig. 4 These are the guys that / which play the guitar. 5 This is the girl that / who sings.
6 These are the photographs that / which they signed. 7 Here are some of the songs that / which I downloaded from the internet. 8 Here’s a photo of the friends that / who went to the gig with me.
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Aktivnost 3– Udžbenik, strana 35, zadatak 7. Sastavljanje rečenica po modelu. Write the sentences about yourself using the cues.
Nastavnik kaže – Now write sentences about yourself. Use the cues given in the exercise. Work individually. Nastavnik obilazi, prati i pomaže sporijim učenicima. Kada završe, nastavnik daje novu instrukciju – Work with your partner now. Ask and answer questions about what you have written. For example ’What kind of music do you usually listen to?’ Write notes about your partners. Nastavnik obilazi, prati i sam učestvuje, postavlja pitanja i dozvoljava učenicima da mu postavljaju pitanja. U nastavku u čenici upoređuju sličnosti i razlike između sebe i svog para – Write the similarities and differences between you and your partner.
ZAVRŠNI DEO:
Nekoliko učenika čita slučnosti i razlike između sebe i svog para pred celim odeljenjem – Who wants to share their similarities and differences with the class?
Domaći zadatak: radna sveska, strana 27, zadaci 4, 5, 6 i 7. ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Sledeći put ću drugačije uraditi / promeniti: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Opšta zapažanja: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
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PREDMET: Engleski jezik ČAS BROJ: 32 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 3 – HEALTH AND SAFETY NASTAVNA JEDINICA: UNIT 3 C – Looking aftert yourself TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - da komuniciraju o navikama ishrane – zdrava i nezdrava ishrana i tuma če grafikon VASPITNI CILJEVI Učenici: - razvijaju navike zdrave ishrane ZADACI Učenici će: - učiti i uvežbavati vokabular koji se odnosi na hranu i ishranu - govoriti i sopstvenim navikama ishrane METODE I TEHNIKE RADA: kombinovani – čitanje i odgovaranje na pitanja, slušanje i odgovaranje na pitanja (tačno / netačno), slušanje i dopunjavanje teksta, čitanje i popunjavanje tabele, diskusija, razgovor, objašnjenje OBLICI RADA: frontalni, individualni, u paru NASTAVNA SREDSTVA: udžbenik, radna sveska, CD KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Bilogija UVODNI DEO:
Provera domaćeg zadatka. Dogovor oko projekta. Teme su Vitamins and minerals (polazna osnova je tekst u udžbeniku na strani 41) i Make a leaflet on teenage health (uputstvo dato u udžbeniku na strani 43). Projekti bi trebalo da budu gotovi do časa broj 37 kada će ih predstavljati.
GLAVNI DEO: Aktivnost 1 – Udžbenik, strana 36, zadatak 1. Čitanje, slušanje i odgovaranje na pitanja. Read and listen. Answer the questions. (Slušanje broj 2. 16)
Nastavnik počinje pitanjem – What is the meaning of the word ’diet’? ( the food that a person or animal usually eats ), na tabli napiše re č i objašnjenje. *Učenici obično misle da je diet dijeta u smislu ograničenog uzimanja hrane zbog mršavljenja, pa im je zato potrebno dati ovo objašnjenjde pre nego što se krene sa radom. Zatim postavlja nova pitanja - Which foods do you think are healthy? Do you think eating just vegetables or just proteins is enough for a healthy diet? Why? Why not?Now read and listen to the texts. What is it about? Whose diet is the best and whose is the worst? Why? Discuss the questions with your partner. make notes if you find it necessary. Učenici slušaju CD, zatim diskutuju o postavljenim pitanjima. Nastavnik obilazi, sluša i sam u čestvuje postavljajući piatanja. Provera se radi sa celim odeljenjem.
Odgovori: It’s about what teenagers eat. Best diet: Zoe. Worst diet: Mike.
Nastavnik proverava da li učenici znaju šta je jacket potato i po potrebi daje objašnjenje – a potato cooked with its skin on.
Aktivnost 2 - Udžbenik, strana 36, zadatak 2. Čitanje i odgovaranje na pitanja. Read the texts and answer the questions.
Nastavnik kaže – Read the texts again and answer these questions – pozove nekoliko učenika da pročitaju pitanja naglas. Work individually and compare your answers with your partner. Nastavnik obilazi, prati i pomaže sporijim učenicima. Provera se radi sa celim odeljenjem.
Odgovori: 1 Heidi
2 Mike
3 Heidi
4 Zoe
5 Zoe
6 Mike
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Aktivnost 3– Udžbenik, strana 36, zadatak 3. Opisivanje sopstvenog na čina ishrane. Describe your diet for a typical day.
Jedan učenik pročita zadatak naglas. Nastavnik dodaje – Write a short paragraph of what you eat in a typical day. Use the texts as a model. Učenici rade individualno. Nastavnik obilayi i pomaže sporijim u čenicima. Nekoliko učenika pročita svoj pasus. Ostali slušaju, komentarišu, upore đuju sa svojim i iznose sli čnosti i razlike. nastavnik podstiče diskusiju pitanjima – Is there anybody who has the same eating habits? Do you think this diet is healthy? Why? Why not?
Aktivnost 4– Udžbenik, strana 36, zadaci 4 a, b. Slušanje i odgovaranje na pitanje (ta čno – neta čno). Listen to the recording. Are the statements true or false? (Slušanje broj 2. 17) 4 a - Pre slušanja nastavnik objasni re č carbohydrate /ka:bəu’haidreit/ (a substance found in foods such as sugar , bread , and potatoes ), po potrebi je prevede ( ugljeni hidrati) i kaže – Go through the sentences in 4a and guess whether they are true or false before listenig. Mark your guesses in your books. Work individually and compare your answers with your partner. Kada završe, slušaju CD – Listen, check and correct. Pošto provere i isprave svoje
odgovore, radi se provera sa celim odeljenjem. Odgovori: 1 T 2 F 3 T 4 F 5 T 6 T 7 F 8 F
4 b – Nastavnik kaže – Look at the pie chart in 4 b. How many parts does it contain? (four) How many pieces of information do you have to listen for? (four) Now listen and complete the pie chart. Work individually and compare your answers with your partner. Nastavnik kratko pogleda šta su učenici zapisali i radi proveru uobi čajeno. Odgovori: 1 complex carbohydrates 2 fruit and vegetables 3 protein 4 fat and sugar
ZAVRŠNI DEO:
Učenici opisuju pie chart. Nastavnik pomaže pitanjima koja može da napiše na tabli - Describe the pie chart now. What is a balnced diet? What foods are recomended? What substances do they contain? What percentage of each should be part of a balanced diet?
Mogući odgovor: Fify per cent of our diet should be complex carbohydrates which we get from bread, potatoes, rice and pasta. About thirty per cent should conatin vitamins and minerals. We get them f rom fruit and vegetables. Between fifteen and eighteen per cent of a balnced diet should be protein. Meat, fish, cheese, eggs and beans contain lots of protein. Sugar and fat are important for our health, but can be bad for us. That’s why they should only be two to five per cent of our diet.
Domaći zadatak: radna sveska, strana 28, zadaci 1, 2, 3 i 4. ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Sledeći put ću drugačije uraditi / promeniti: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Opšta zapažanja: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
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PREDMET: Engleski jezik ČAS BROJ: 33 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 3 – HEALTH AND SAFETY NASTAVNA JEDINICA: UNIT 3 C – Looking after yourself TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - da komuniciraju o zdravlju, zdravstvenoj zaštiti (problems and tratments) VASPITNI CILJEVI Učenici: - razvijaju zdravstvene navike ZADACI Učenici će: - učiti i uvežbavati vokabular koji se odnosi na povrede / bolesti i le čenje - učiti i uvežbavati izraze i re či koje se odnose na odlazak i obra ćanje lekaru METODE I TEHNIKE RADA: kombinovani – slušanje i ponavljanje, spajanje parova, slušanje i odgovaranje na pitanja / popunjavnje kartica traženim informacijama, igra uloga, sastavljanje dijaloga po modelu, razgovor OBLICI RADA: frontalni, individualni, u paru NASTAVNA SREDSTVA: udžbenik, radna sveska, CD KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Bilogija UVODNI DEO:
Provera domaćeg zadatka.
GLAVNI DEO: *Zadatak 5 se ne radi.
Aktivnost 1 – Udžbenik, strana 37, zadaci 6 a, b. Slušanje, ponavljanje i spajanje parova. Listen and repeat. Translate the expressions into your language. Match the problems with the treatments. (Slušanje broj 2. 18) 6 a – Nastavnik kaže – Look at the pictures. Listen to the recording and repeat. Učenici slušaju i ponavljaju jednom. Sledi nova instrukcija – Go through the sentences 1 – 7 again. Translate them into your language. Work with your partner. Nastavnik obilazi i pita u čenike da prevedu izraze. Odgovori: 1 Krvari. 2 Boli. 3 Malo je crven /a /o. 4 Nateč en /a / o je. a / o je.
5 Svrbi.
6 Upaljen /a /o je.
7 Slomljen /
6 b – Učenici povezuju povredu / bolest sa odgovaraju ćim medicinskim tretmanom – Match the problems with the treatments. Nastavnik prođe kroz tratments sa učenicima, poziva u čenike da ih pro čitaju naglas - svaki treatment č ita drugi uč enik. Daje se dodatna instrukcija – Work with your partner. Nastavnik obilazi, ne pomaže. Provera se radi uobičajeno. Odgovori: 1 – d
2–a/c
3–b
4–g/c/a
5–a/e
6–a
7–f/g
Aktivnost 2 – Udžbenik, strana 37, zadaci 7 a, b, c. Razgovor, slušanje i odgovaranje na pitanja / popunjavnje kartica. Listen and answer the questions / complete the cards. (Slušanje broj 2. 19) 7 a – Nastavnik započinje kratak razgovor – How often do you go to the doctor’s? When did you last visit your doctor? Why did you go to the doctor’s? What was your problem? What treatment did the doctor give you?
7 b – Jedan učenik pročita instrukciju naglas. Pušta se CD. U čenici slušaju i u parovima diskutuju odgovore na pitanja. Provera se radi frontalno. Odgovori: 1 Her wrist is swollen and painful.
2 His eye is red and itchy.
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7 c – Sledi instrukcija - Copy the cards into your exercise books. Nastavnik ih crta na tabli. Listen to the conversations and complete the cards. Work individually and compare your answers with your partner. Nastavnik obilazi, sluša, ne pomaže. Provera se radi sa celim odeljenjem. Odgovori: Patient 1 Problem: hurt her wrist playing tennis, it is swollen and painful Diagnosis: sprained wrist Treatment: send patient for X-ray, wrist in a sling Patient 2 Problem: eye is red and itchy Diagnosis: infection in the eye Treatment: drops- four times a day, tablets-tice a day
Aktivnost 3– Udžbenik, strana 37, zadatak 8 a. (8 b će se raditi u završnom delu časa.) Igranje uloga. Act out the dialogues.
Učenicima se kaže – You are going to act out the dialogues. Use the cards in 7c. Rehearse the dialogues with your partner. Učenici uvežbavaju dijaloge, nastavnik obilazi i sluša, obra ća pažnju na izgovor i intonaciju i interveniše po potrebi – ispravlja i izgovara, traži od u čenika da ponove. Nekoliko parova izvodi dijaloge.
ZAVRŠNI DEO:
Radi se zadatak 8 b. Učenici se podele u četiri velike grupe. Svaka grupa dobija po jedan problem. Formiraju se parovi u okviru grupa i učenici sastavljaju dijaloge po modelu u zadatku 7. Prave kartice i pišu potrebne informacije kao što je pokazano u odgovoru za zadatak 7. U čenici uvežbavaju dijaloge, nastavnik obilazi i sluša, obraća pažnju na izgovor i intonaciju i interveniše po potrebi – ispravlja i izgovara, traži od u čenika da ponove. Nekoliko parova izvodi dijaloge.
Domaći zadatak: radna sveska, strana 29, zadaci 5, 6, 7, 8 i 9. ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Sledeći put ću drugačije uraditi / promeniti: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Opšta zapažanja: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
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PREDMET: Engleski jezik ČAS BROJ: 34 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 3 – HEALTH AND SAFETY NASTAVNA JEDINICA: UNIT 3 D – Kids TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - da opisuju iskustva vezana za poslove i rad izvan škole VASPITNI CILJEVI Učenici: - razvijaju radne navike koje se ne odnose samo na školu, ve ć i na život izvan škole - obaveze ZADACI Učenici će: - učiti i uvežbavati izraze i re či kojima se opisuju iskustva vezana za poslove i rad izvan škole - raditi na tekstu i odgovarati na pitanja, slušati pri ču i predviđati njen kraj / odgovarati na pitanja METODE I TEHNIKE RADA: kombinovani – slušanje i čitanje teksta i odgovaranje na pitanja (opšte razumevanje + detalji), predviđanje, upoređivanje, razgovor OBLICI RADA: frontalni, individualni, u paru, grupni NASTAVNA SREDSTVA: udžbenik, radna sveska, CD KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Građansko vaspitanje UVODNI DEO:
Provera domaćeg zadatka.
GLAVNI DEO: Aktivnost 1 – Udžbenik, strana 38, zadaci 1 a, b. Slušanje, čitanje i odgovaranje na pitanja. Read and listen. Answer the questions. (Slušanje broj 2. 21) 1 a – Nastavnik vraća učenike na prethodnu epizodu What happened to Luke last time? (He failed a test and had to speak to his form teacher.) What problem did he have? (He had to show his Geography project to his form teacer, but it wasn’t done.) Who helped him and how? (Rosy let him use her project) What do their friends think about t hem? (Luke is lucky to have Rosy as a friend.)
1 b - Nastavnik kaže Look at the pictures. Describe what is happening in them. Who is tired / pleased / excited / disappointed? Učenici govore, nastavnik zapisuje ideje na tabli. Read and listen to the story and answer the questions. Učenici rade individualno, upore đuju odgovore sa svojim parom. Nastavnik prati, ali se ne meša. Provera sa celim odeljenjem. Odgovori: Rosy and Anna are tired. Luke is pleased. Luke, Anna and Greg are disappointed.
Aktivnost 2 – Udžbenik, strana 38, zadatak 2. Čitanje i odgovaranje na piatanja – ta čno / netačno / ne spominje se. Are the statements true or false or doesn’t it say?
Nastavnik daje instrukciju Read the story again and decide whether the sentences are true or false or the text doesn’t say. Postupak isti kao kod zadataka 1 b (individualno + u paru + frontalno).
Odgovori: 1 T
2 DS 3 F 4 F
5F
6 DS
7T
8F
9 DS
Aktivnost 3– Udžbenik, strana 39, zadaci 3 a, b, c. Predviđanje kraja priče. Slušanje i upore đivanje. Slušanje i odgovaranje na pitanja. What’s the end of the story? Predict. Listen and compare. Listen and answer the questions. (Slušanje broj 2. 22) 3 a – Nastavnik pita – Which of the friends will go to Wimbledon? Why do you think that (name of the person) will be the one? Nastavnik podeli učenike u grupe od tri i kaže – You have two minutes to come up with your ideas for the next part of the story. Dok učenici rade, nastavnik obilazi, podsti če ali ne pomaže. Svaka grupa iznosi svoje ideje, a nastavnik zapisuje zna čajnije na tabli.
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3 b – Sledi instrukcija – Now listen and check your ideas. Počinje kratka diskusija - Which group’s ideas were the closest to the recording?
3 c – Now listen and answer the questions. Učenici rade individualno, upore đuju odgovore sa svojim parom. Nastavnik prati, ali se ne meša. Provera sa celim odeljenjem. Odgovori: 1 Yes. 2 Rosy arrived last because she was busy in the restaurant. (Greg) I’m really glad I came. (Rosy)
3 I really enjoyed it. (Anna) Thanks a million.
ZAVRŠNI DEO:
What is the episode about? Učenici govore o sadržaju epizode.
Domaći zadatak: radna sveska, strana 30, zadatak 1. ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Sledeći put ću drugačije uraditi / promeniti: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Opšta zapažanja: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
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PREDMET: Engleski jezik ČAS BROJ: 35 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 3 – HEALTH AND SAFETY NASTAVNA JEDINICA: UNIT 3 D – Kids TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - da izraze svoje slaganje / neslaganje koriste ći izraze sa so i neither VASPITNI CILJEVI Učenici: - razvijaju komunikacijske veštine izražavanja slaganja / neslaganja na fin i nenasilan na čin ZADACI Učenici će: - učiti i uvežbavati jezi čke strukture kojima se izražava slaganje / neslaganje - učiti i uvežbavati sbakodnevne izraze METODE I TEHNIKE RADA: kombinovani – dovršavanje izraza odgovaraju ćim rečima, dopunjavnje dijaloga odgovarajućim odgovorima, spajanje parova, sastavljanje dijaloga po modelu na osnovu zadatih elemenata, igranje uloga, prevođenje OBLICI RADA: frontalni, individualni, u paru, grupni NASTAVNA SREDSTVA: udžbenik, radna sveska, CD KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Građansko vaspitanje UVODNI DEO:
Provera domaćeg zadatka.
GLAVNI DEO: Aktivnost 1 – Udžbenik, strana 39, zadaci 4 a, b. Dopuni izraze. Everyday English. Complete the expressions. 4 a – Nastavnik poziva učenike da pokušaju da dopune izraze bez gledanja u tekst - Try to complete the expressions without looking back at the text. Work with your partner. Učenici rade zadatak, nastavnik obilazi i prati. Kada završe nastavnik ih vraća na tekst da provere svoje odgovore. Na kraju se radi provera sa celim odeljenjem. Odgovori: 1 looks 2 some 3 part 4 one 5 for 6 forgotten 7 really
8 chance
4 b – Nastavnik izgovara rečenice na srpskom , u čenici govore koja je to re čenica na engleskom: 1 Po jedna za svakog. (4) 2 Zaista sam razoč aran. (7) 3 Imam odlič nu / super / veliku vest. (2) 4 Izgleda zadovoljno. (1) 5 To je najbolji deo. (3) 6 Da nisi nešto zaboravio? (6) 7 Za kada su karte? (5) 8 Ovo je životna prilika. (8)
Aktivnost 2 – Udžbenik, strana 39, zadaci 5 a, b. Dopuni dijaloge. Complete the dialogues from the story.
Postupak je isti kao u zadatku 4 a.
Odgovori: 1 So have I.
2 Neither can I.
3 So do I.
Nastavnik kaže – Look at the example and work out how the rule is applied. Discuss with your partner. Pošto učenici daju svoje predloge / ideje, nastavnik govori i piše na tabli: We use so to agree with a positive statement. We use neither to agree with a negative statement.
Aktivnost 3 – Udžbenik, strana 39, zadatak 6. Spajanje parova. Match the sentences to the responses. Nastavnik kaže – Read the sentences 1 – 6 and the responses a – f. Match the sentences with the responses. Work with your partner. Učenici rade zadatak, nastavnik obilazi i prati. Provera se radi sa celim odeljenjem. Odgovori: 1 – c 2 – b
3–f
4–a
5–e
6–d
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Aktivnost 4 – Udžbenik, strana 39, zadatak 7 b. (Zadatak 7 a se ne radi.) Experessing disagreement. Nastavnik kaže – Read the statements in 6. Disagree with them. Write your responses in your exercise books. Work individually and compare your answers with your partner. Učenici rade, nastavnik obilazi, prati i pomaže sporijim učenicima. Provera se radi sa celim odeljenjem. Odgovori: 1 Oh, I do.
2 Oh, I haven’t. 3 Oh, I can. 4 Oh, I didn’t. 5 Oh, I’m not. 6 Oh, I was.
Aktivnost 5 – Udžbenik, strana 39, zadatak 8. Sastavljanje dijaloga po modelu. Make dialogues. Use the expressions.
Jedan učenik pročita instrukciju i primer naglas. Nastavnik kaže – Work with your partner. Write your dialogues. nastavnik obilazi, prati, proverava pravilnu upotrebu jezi čkih struktura i pomaže po potrebi.
ZAVRŠNI DEO:
Učenici glume dijaloge.
Domaći zadatak: radna sveska, strane 30 i 31 zadaci 2 – 9. ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Sledeći put ću drugačije uraditi / promeniti: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Opšta zapažanja: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
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PREDMET: Engleski jezik ČAS BROJ: 36 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 3 – HEALTH AND SAFETY NASTAVNA JEDINICA: UNIT 3 - Culture TIP ČASA: utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - da razgovaraju o poznatim sportdkim doga đajima u VB i kod nas VASPITNI CILJEVI Učenici: - razumeju da je važno znati šta se doga đa i u svetu oko nas ZADACI Učenici će: - raditi zadatke vezane za tekst koji govori o sportskim doga đajima u VB - razgovarati o sportskim doga đajima u našoj zemlji - upoređivati i uo čavati razlike METODE I TEHNIKE RADA: kombinovani – razgovor o slikama, slušanje, čitanje i dopunjavanje teksta odgovarajućim rečima, čitanje i popunjavanje tabele / odgovaranje na pitanja, upore đivanje i uo čavanje razlika OBLICI RADA: frontalni, individualni, u paru, grupni NASTAVNA SREDSTVA: udžbenik, radna sveska, CD KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Građansko vaspitanje, Fizička kultura UVODNI DEO:
Provera domaćeg zadatka. Objašnjenje eventualno nepoznatih re či koje bi u čenicima mogle da budu korisne, naravno prvo pita u čenike da li možda neko zna da bjasni zna čenje tih reči. Tek ako niko ne zna, sam daje objašnjenje:
snooker - a game played game played on on a large table covered with covered with green green cloth. cloth. Players try to hit coloured hit coloured balls balls into holes called pockets with a long stick called stick called a a cue. cue. suburb - an area or town or town near a near a large city but away but away from from its centre a rower - someone who rows a boat , especially as a sport (nastavnik (nastavnik može pokretom da do č ara ara znač enje enje ove reč i pokazujući veslanje)
GLAVNI DEO: Aktivnost 1 – Udžbenik, Udžbenik, strana 40, zadaci zadaci 1 a, b, c. Razgovor o slikama, dopunjavanje teksta. Look at the pictures and describe them. Read and listen. Complete the text. (Slušanje broj 2. 25) 1 a – Nastavnik kaže - Look at the pictures. What What sports events do they show? show? What’s happening in each? each? Talk to your partner. Visit other people people in the classroom and compare compare your ideas. Nastavnik obilazi, sluša, podsti če i popotrebi pomaže. Pošto završe, vraćaju se na svoja mesta i dobijaju novu instrukciju – Look through the text quickly, quickly, check your predictions and find the names of the four sports events. Postupak nastavnika je isti kao u prethodnom koraku. Na kraju se radi provera sa celim odeljenjem. Odgovori: FA Cup Final, the Boat Race, the London London Marathon, Wimbledon Wimbledon
1 b, c – Jedan učenik pročita zadatak, nastavnik dodaje – Look at the pieces of information information you have to insert into the text. Now listen and write. Work individually and compare your answers with your partner. Listen again and check radi provera sa celim odeljenjem. your answers. Na kraju se radi provera Odgovori: 1 May 2 1872 3 March 4 1829 5 1981 6 April
7 1877 8 June
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Aktivnost 2 – Udžbenik, strana 40, zadatak 2. Dopuni tabelu. Complete the chart. Učenici se podele u četiri grupe. Nastavnik kaže – Copy the chart on a piece of paper. Pošto precrtaju tabelu, nastavnik svakoj grupi dodeljuje po jedan sport i kaže – Refer to the text and find the relevant pieces of information to complte the chart for your sport. Nastavnik u međuvremenu crta praznu tabelu na tabli kao pripremu za izveštavanje grupa. Po jedan predstavnik iz svake grupe izveštava / daje tražene podatke za svoj sport. Nastavnik ih unosu u tabelu na tabli.
Rešenje za ovaj zadatak: FA Cup Final football 1872 March Wembley Stadium football teams (usually from Premiership) London Marathon running 1981 April streets of London professional runners and ordinary people
Boat Race
rowing 1829 March River Thames two crews from Oxford Oxford and Cambridge Universities Universities Wimbledon tennis 1877 June Wimbledon best international tennis players
Aktivnost 3 – Udžbenik, strana 40, zadatak 3. Pitanja i odgovori. Answer the questions. Nastavnik kaže – Read the questions in exercise exercise 3. Discuss them with your partner. partner. Go bak to the text and find the the answers. Postupak nastavnika je isti kao u prethodnoj aktivnosti. Provera se radi uobi čajeno. Odgovori: 1 The Boat Race. 2 Strawberries Strawberries and cream. 3 8.67 miles an hour / 14 kilometres an hour 4 A team from the Premiereship. 5 Sixteen (eight in each each boat)
ZAVRŠNI DEO:
Zadatak 4 na strani 40. (Malo izmenjeno.) Nastavnik kaže – Think about four important sports events in our country. What are they? Write down their names. Učenici malo rasmisle i zapišu. Nastavnik ih pozove da ih izgovore i piše ih na tabli. Where and when or how often do they take place? Postupak isti kao kod prethodnog i biće isti za svako naredno pitanje. Could you think of anyithing specific about them? What is it? What’s the difference between these sports events and those in GB?
Domaći zadatak: write about your favourite sports player (on a piece of paper) ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: _____________________________________ _______________________________________________________ ______________________________________ _____________________________________ ____________________ ___ _____________________________________ _______________________________________________________ ______________________________________ _____________________________________ ____________________ ___ _____________________________________ _______________________________________________________ ______________________________________ _____________________________________ ____________________ ___ Sledeći put ću drugačije uraditi / promeniti: ___________________________________ ______________________________________________________ _____________________________________ ____________________________________ _______________________ _____ ___________________________________ ______________________________________________________ _____________________________________ ____________________________________ _______________________ _____ ___________________________________ ______________________________________________________ _____________________________________ ____________________________________ _______________________ _____ Opšta zapažanja: ___________________________________ ______________________________________________________ _____________________________________ ____________________________________ _______________________ _____ ___________________________________ ______________________________________________________ _____________________________________ ____________________________________ _______________________ _____ ___________________________________ ______________________________________________________ _____________________________________ ____________________________________ _______________________ _____
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PREDMET: Engleski jezik ČAS BROJ: 37 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 3 – HEALTH AND SAFETY NASTAVNA JEDINICA: UNIT 3 – Revision (structures and vocbulary from Unit 3) TIP ČASA: sistematizacija OBRAZOVNI CILJEVI Učenici će moći: - da sistematizuju i primene ste čena znanja u novom, nepoznatom kontekstu (saveti, zdravstveni problemi i intervencije) VASPITNI CILJEVI Učenici: - razvijaju sopstvene strategije u čenja i kritički odnos prema sopstvenom radu i napredovanju ZADACI Učenici će: - predstaviti svoje projekte - čitati korisne savete vezane za u čenje i pamćenje vokabulara - uvežbavati odnosne re čenice, savete (should), upozorenja (might) - raditi zadatke čiji je cilj razvijanje veština slušanja i govora METODE I TEHNIKE RADA: kombinovani – spajanje rečenica, sastavljanje rečenica o zadatih re či, slušanje i uočavanje razlika, čitanje teksta po ulogama, gluma OBLICI RADA: frontalni, individualni, u paru, timski, grupni NASTAVNA SREDSTVA: udžbenik, radna sveska, CD KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Građansko vaspitanje, Biologija, Srpski jezik UVODNI DEO:
Učenici predstavljaju projekte.
GLAVNI DEO: Aktivnost 1 – Udžbenik, strana 42. Veština učenja. Study skills. Nastavnik kaže – Study skills box gives some practical advice about how to learn. Read the information in te box. Make ten cards like the ones described. Nastavnik pokupi kartice i izmeša ih, u čenike podeli u timove (mora da ih bude paran broj) sa istim brojem učenika u svakom (tri do četiri). Zatim podeli kartice tako da svaki tim dobije isti broj kartica. Igra se tako što dva tima igraju jedan protiv drugog. drugog. Poga đaju značenja reči koje su na karticama protivničkog tima. Tim koji pogodi ve ći broj re či, pobeđuje.
Aktivnost 2 – Udžbenik, strana 42, zadatak 1 b. (1 a se ne će raditi.) Spajanje rečenica. Combine the sentences. Use relative clauses with who or which.
Sledi instrukcija – Combine the sentnences in 1a using relative clauses with who or which. Look! – uradi prvu kao primer – This is the boy who lives next door. Učenici dalje rade sami, u paru. Nastavnik obilazi, pomaže sporijim učenicima. Provera se radi uobi čajeno.
Odgovori: 2 That’s the bus which I take to school. 3 My sister is the girl who’s got long hair. 4 That’s the computer game which I want to buy.
5 I’m looking after the dog which belongs to our neighbour. 6 These are all the things which I eat in one day. 7 My granddad is a man who I admire. 8 I try to follow the advice which the nutritionist gave me.
Aktivnost 3 – Udžbenik, strana 42, zadatak 2 a. Sastavljanje rečenica. Write some advice. Use should / shouldn’t.
Učenici rade u grupama koje su formirane za Study skills. Jedna polovina grupa radi re čenice od 1 – 4, druga od 5 – 8 – Write some advice about these things. Use should or or shouldn’t. Nastavnik obilazi, ali se ne meša. Provera se radi uobičajeno. Grupe govore svoje re čenice, ostali slušaju, dodaju, menjaju, ispravljaju. Nastavnik uvažava svako tačno rešenje, za svaku stavku i piše ga na tabli.
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Aktivnost 4 – Udžbenik, strana 42, zadatak 3 a. Sastavljanje rečenica. What might ha ppen in these situations?
Postupak je isti kao u aktivnosti 3.
Aktivnost 5 – Udžbenik, strana 42, zadaci 4 a, b, c. (4 d se radi u završnom delu časa). Slušaj i uoči razlike. Listen and spot the differences. (Slušanje broj 2. 27) 4 a – Učenici čitaju dijalog, po želji mogu i da ga odglume (ulazak, pregledanje grla, pisanje recepta, odlazak) – Read the dialogue with your partner. You can acti it out with the appropriate actions (coming in, looking in the throat, writng a prescription, leaving).
4 b – Nastavnik kaže – You are going to listen to a dialogue the parts of which are different from this, printed one. Listen and underine the differences. CD se pušta jednom. U čenici slušaju i podvlače razlike. 4 c – Nastavnik ponovo pušta CD i kaže – Listen to the dialogue once again and write the correct version. Tokom slušanja, pravi se pauza iza svakog reda kako bi u čenici imali vremena da ga napišu. Rešenje: D = Doctor
P = Patient
D Good morning. What seems to be the problem? P My ear hurts. D I see. Well, I’ll just have a look at it. Yes, it’s a bit red. How long has it been painful? P About three days. D Well, you’ve got an infection there. I’ll give you a prescription for some drops. Put them in four times a day. P Thank you. D It should be better in a couple of days, if not, come back and see me. P Thank you, Doctor. Goodbye. D Goodbye.
ZAVRŠNI DEO:
Učenici čitaju novi dijalog – Read the new dialogue with your patner. Nastavnik sluša, obraća pažnju na izgovor, po potrebi ispravlja.
Domaći zadatak: radna sveska, strane 32 i 33, svi zadaci. ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Sledeći put ću drugačije uraditi / promeniti: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Opšta zapažanja: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
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PREDMET: Engleski jezik ČAS BROJ: 38 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 4 – HEORES NASTAVNA JEDINICA: UNIT 4 A – King Arthur TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - da prepri čavaju istorijski događaj VASPITNI CILJEVI Učenici: - proširuju svoja istorijska znanja i tako dalje razvijaju ljubav prema istoriji - legende ZADACI Učenici će: - raditi zadatke vezane za tekst o kralju Arturu - učiti i uvežbavati vokabular vezan za kraljevski dvor i vitešku opremu - opisivati događaj sa slike - prepričavati događaj na osnovu pitanja (vo đeno prepri čavanje – suština i bitni podaci) METODE I TEHNIKE RADA: kombinovani – povezivanje slike i reči, skeniranje teksta, čitanje o dgovaranje na pitanja, opisivanje slike, prepričavanje (usmeno) OBLICI RADA: frontalni, individualni, u paru NASTAVNA SREDSTVA: udžbenik, radna sveska, CD KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Istorija UVODNI DEO:
Provera domaćeg zadatka.
GLAVNI DEO: Aktivnost 1 – Udžbenik, strana 44, zadaci 1 a, b. Spajanje reči i slike. Look and number. (Slušanje broj 2. 29)
Nastavnik uvodi učenike u temu – Have you ever heard of King Arthur? What do you know about him? Učenici govore, nastavnik zapisuje ideje na tabli. Sledi instrukcija – Read through the list of these words – pokazuje listu reči u zadatku 1 a. Look at the picture and find these things in it. Write the numbers 1 – 8 for each. Work with your partner. Nastavnik obilazi i po potrebi pomaže. Listen and check. Učenici slušaju CD i proveravaju. Na kraju se radi provera sa celim odeljenjem.
Odgovori: 1 a sword 2 a king 3 a crown 4 a helmet 5 a knight 6 armour 7 a shield 8 a flag
*Skrenuti pažnju kod izgovora re či sword / sɔː (r)d / a ne / swɔː (r)d /, knight /nait/ a ne /knait/ . Može da se da i poređenje reči night i knight jer učenici često greše – the same pronunciation, but different meaning.
Aktivnost 2 – Udžbenik, strana 44, zadaci 2 a, b. Skeniranje teksta. Look at the text quickly and find the information. 2 a – Nastavnik kaže – Cover the text. When you hear ’go’ you can uncover the text and try to find the answers as quicjly as possible. As soon as you get the answers, raise your hands. Nastavnik obilazi, ne pomaže. Provera se radi uobičajeno. Odgovori: Arthur – king of Britons, Bedivere – one of Arthur’s knights of the Round table, Mordred - Arthur’s son Excalibur – Arthur’s madic sword, Camlan – the place of Arthur’s last battle, Avalon – the island where Sir Bedivere took the wounded Arthur
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2 b – Opisivanje događaja sa slike – Describe what is happening in the picture. Who are the people? Whay are they there? How are they feeling? Why? Učenicima se da malo vremena da razmisle i prodiskutuju sa svojim parom. Jedan učenik na kraju opisuje sliku, ostali slušaju, dodaju, dopunjavaju i eventualno ispravljaju. Aktivnost 3 – Udžbenik, strana 44, zadatak 3. Čitanje i odgovaranje na pitanja. Read and listen. Answer the questions. (Slušanje broj 2. 30)
Nastavnik kaže – Read the questions and discuss the possible answers with your partner. Pošto prodiskutuju pitanja pre slušanja i čitanja, nastavnik pušta CD – Now listen and read. Answer the questions. Write them down into your excercise books. Nastavnik obilazi učenike dok odgovaraju na pitanja, ne pomaže. Provera se radi uobičajeno.
Odgovori: 1 Arthur deeated his son Mordred, who was killed. The king was badly wounded, and only one of his knights survived. 2 From the Lady of the Lake. 3 To throw it into the lake. 4 It was so beautiful, he decided to keep it. 5 He hid it in the bushes. 6 He didn’t believe the knight when he said it fell into the water.
ZAVRŠNI DEO:
Prepričavanje događaja. Nastavnik vra ća učenike na pitanja i kaže – Go back to the questions. Try to describe the event following the ideas without looking back at your answers. Work with your partner. Učenici uvežbavaju prepričavanje, nastavnik osluškuje i pomaže. Nekoliko u čenika prepičava događaj ostalima.
Domaći zadatak: radna sveska, strana 34, zadaci 1 i 2. ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Sledeći put ću drugačije uraditi / promeniti: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Opšta zapažanja: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
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PREDMET: Engleski jezik ČAS BROJ: 39 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 4 – HEORES NASTAVNA JEDINICA: UNIT 4 A – King Arthur TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - da koriste izraze i re či iza kojih dolazi gerund, odnosno infinitiv VASPITNI CILJEVI Učenici: - sarađuju i pomažu jedni drugima ZADACI Učenici će: - učiti i uvežbavati glagole / izraze iza kojih dolazi gerund, odnosno infinitiv - predviđati kraj priče - pisati rečenice o sebi koriste ći gerund, odnosno infinitiv METODE I TEHNIKE RADA: kombinovani – čitanje i dopunjavnje re čenica, dopunjavnje re čenica odgovaraju ći oblikom reči (glagola), predvi đanje, prepričavanje, sastavljanje re čenica od datih elemenata OBLICI RADA: frontalni, individualni, u paru NASTAVNA SREDSTVA: udžbenik, radna sveska, CD KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Istorija, Srpski jezik, Građansko vaspitanje UVODNI DEO:
Provera domaćeg zadatka.
GLAVNI DEO: Aktivnost 1 – Udžbenik, strana 45, zadatak 4. Dopunjavanje rečenica na osnovu teksta. Complete the sentences from the story.
Nastavnik prođe kroz ponu đene glagole i proveri da li u čenici znaju njihova zna čenja. Zatim kaže – Complete the sentences in blue without looking back at the story. Then refer back to the text and check. Radi se deo po deo, posle svakog ide provera. Pošto se rečenice popune, rade se pravila, tako đe deo po deo, daju se dodatna objašnjenja – Which verbs are followed by an –ing form / infinitive / either the –ing form or the infinitive / either the –ing form or the infinitive but the meaning is different?
Odgovori za reč enice: 1 finished, imagine 2 promised, refused 3 started, started 4 stopped, stopped, remebered, remebered Odgovori za pravila: 1 finish, imagine + don’t mind, enjoy 2 promise, refuse + want, agree, decide, forget, offer, need 3 start + like, hate, prefer, try, love 4 stop, remeber
*Kod četvrte kategorije, nastavnik može da da dodatna objašnjenja: 1 When you were in London did you remember to visit the British Museum? (= …did you remember that you should visit the British Museum?) 1a I don’t remember ever visiting this museum. (= I don’t remember if I have ever visited this museum.) 2 We stopped to drink a cup of coffee. (= We stopped in order to drink a cup of coffee.) 2a Why don’t you stop drinking coffee? (= Why don’t you give up drinking coffee?)
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Aktivnost 2 – Udžbenik, strana 45, zadatak 5. Dopunjavanje rečenica odgovaraju ćim oblikom glagola. Complete the sentences with the correct form of the verbs in brackets.
Jedan učenik pročita zadatak, nastavnik dodaje – Work individually and compare your answers with your partner. Nastavnik obilazi, ne pomaže. Provera se radi uobi čajeno.
Odgovori: 1 to keep 2 lying 3 to stand up 4 to return 5 seeing 6 to look 7 to throw 8 fighting 9 living 10 to return
Aktivnost 3 – Udžbenik, strana 45, zadaci 6 a, b. ( 6 c se ne će raditi jer su učenici na prethodnom času radili prepričavanje. ) Predviđanje, slušanje i upore đivanje. Predict the end of the story. Listen and compare. (Slušanje broj 2. 31) 6 a, b – Radi se sa celim odeljenjem. Nastavnik pita – What do you think happened in the end? How did the Sir Belvedere legend end? Učenici govore svoje ideje, nastavnik ih piše na tabli. Zatim pita – Which of the ideas are the most likely to be true? Why? Na kraju pušta CD i kaže – Listen and check your ideas. Which of them were nearest to the story? Why?
ZAVRŠNI DEO: Zadatak 7 – Jedan učenik pročita zadatak. Nastavnik podeli stikere i dodaje – Do the exercise on this piece of paper and stick it on the board when you have finished. Kada svi učenici završe, nastavnik poziva u čenike da uzmu jedan od stikera i pročitaju rečenice koje su na njemu napisane. Ostali slušaju i poga đaju čiji je. Domaći zadatak: radna sveska, strana 34, zadaci 3 i 4 i strana 35, zadaci 5, 6 i 7. ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Sledeći put ću drugačije uraditi / promeniti: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Opšta zapažanja: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
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PREDMET: Engleski jezik ČAS BROJ: 40 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 4 – HEORES NASTAVNA JEDINICA: UNIT 4 B – The burglar TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - da opisuju / razgovaraju o scenama / slikama / doga đajima koristeći izraze There’s someone running... I can see / hear some people playing the guitar
VASPITNI CILJEVI Učenici: - razumeju značenje poslovice ’A friend in need is a friend indeed.’ ZADACI Učenici će: - čitati tekst koji pokriva gore navedene jezi čke strukture i odgovarati na pitanja - učiti i uvežbavati strukture There’s someone / something + -ing; see / hear someone + -ing METODE I TEHNIKE RADA: kombinovani – čitanje i odgovaranje na pitanja, spajanje re čenica (dve u jednu), pronalaženje traženih informacija u tekstu OBLICI RADA: frontalni, individualni, u paru NASTAVNA SREDSTVA: udžbenik, radna sveska, CD KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Srpski jezik UVODNI DEO:
Provera domaćeg zadatka.
GLAVNI DEO: Aktivnost 1 – Udžbenik, strana 46, zadatak 1. Čitanje i odgovaranje na pitanja – opšte razumevanje. Read and listen. Answer the questions. (Slušanje broj 2. 33)
Nastavnik uvodi u priču – Look at the pictures. What ideas do you have about the story? Who are the people? What are they doing? How do they feel? Radi se frontalno. Pošto se ideje izlistaju i zapišu u vidu teza na tablu, jedan učenik pro čita instrukciju i pitanja naglas. Nastavnik proveri da li u čenici znaju značenje reči handcuffs , po potrebi daje objašnjenje - metal rings that police officer s put round prisoner s’ wrists to stop them from using their hands or arms . Dodaje i glagol to hancuff - to put handcuffs on someone . Pušta se CD – Listen to the story and answer the questions. Discuss them wit your partner. Provera se radi uobi čajeno.
Odgovori: 1 They are trying to catch burglars. 2 They catch Lord Riley.
Aktivnost 2 – Udžbenik, strana 47, zadatak 2. Čitanje i odgovaranje na pitanja. Answer the questions.
Nastavnik kaže – Read the text agin and answer the questions. Work with your partner. Write your answers down into your exercise books. Nastavnik obilazi, podstiče, ne interveniše.
Odgovori: 1 He’s seen some people photographing his house and taking notes. He thinks they could be burglars. 2 At night. 3 No, the woman stands by the car. 4 Through a window, near the front door. 5 He hears someone coming. 6 They handcuff him. 7 Sue sees the real burglar climbing out of the window, so they check and see they’ve caught Lord Riley. 8 To offer Sue and Alec a cup of coffee.
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Aktivnost 3 – Udžbenik, strana 47, zadaci 3 a. ( 3 b će se raditi u završnom delu časa.) Povezivanje dve rečenice u jednu. Join the sentences. 3 a – Nastavnik pozove jednog učenika da pročita instrukciju, proveri da li je jasno šta treba da urade i eventualno uradi prvi primer zajedno sa njima – There’s a car stopping by the gate. Učenici dalje rade u parovima. Nastavnik obilazi i po potrebi pomaže. Provera se radi sa celim odeljenjem. Odgovori: 2 There are two people looking at our house. 3 I can see him opening that window. 4 I can hear someone coming to the door. Optional extra
Ova aktivnost može da se proširi i posluži kao ponavljanje odnosnih re čenica. Na primer, nastavnik može da pita – Look at the first pair of sentences. Can you think of any other way to join them together? (We can use a relative clause – There’s a car which / that is stopping by the gate.) Nastavnik će ostale rečenice uraditi frontalno, s tim što će kod tre će dati sledeće objašnjenje – We cannot use a relative clause in this sentence because we know who the person is (he).
ZAVRŠNI DEO: Zadatak 3 b – Učenici čitaju tekst i podvlače tražene primere. Nastavnik daje uputstvo – Read the stroy again and find more examples of this strucutre. Underline them. Work individually and compare your answers with your partner. Pošto završe, čitaju podvučene primere naglas.
Domaći zadatak: radna sveska, strana 36, zadaci 1 i 2. ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Sledeći put ću drugačije uraditi / promeniti: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Opšta zapažanja: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
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PREDMET: Engleski jezik ČAS BROJ: 41 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 4 – HEORES NASTAVNA JEDINICA: UNIT 4 B – The burglar TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - da opisuju / razgovaraju o scenama / slikama / doga đajima koristeći izraze There’s someone running... I can see / hear some people playing the guitar.
VASPITNI CILJEVI Učenici: - sarađuju i preuzimaju odgovornost za uspeh svoje grupe ZADACI Učenici će: - uvežbavati strukture There’s someone / something + -ing; see / hear someone + -ing - satavljati rečenice koristeći gore navedene strukture - opisivati zanišljene scene koristeći iste strukture METODE I TEHNIKE RADA: kombinovani – povezivanje rečenica (dve u jednu), igra memorije, satavljanje rečenica na osnovu slike, sastavljanje re čenica na osnovu zanišljenih slika, razgovor, objašnjenje OBLICI RADA: frontalni, individualni, u paru, grupni NASTAVNA SREDSTVA: udžbenik, radna sveska, CD KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Srpski jezik UVODNI DEO:
Provera domaćeg zadatka.
GLAVNI DEO: Aktivnost 1 – Udžbenik, strana 47, zadatak 4. Povezivanje dve rečenice u jednu. Join the sentences.
Nastavnik pozove jednog učenika da pročita instrukciju i primer. Učenici dalje rade u parovima. Nastavnik obilazi i po potrebi pomaže. Provera se radi sa celim odeljenjem.
Odgvori: 2 I can feel the sun shining on my face. 6 There are two people pointing at the kitchen window. 3 I can hear Smart Alec cooking something in the kitchen. 7 I can smell something burnng. 4 There’s a phone ringing in Smart Alec’s office. 8 There’s smoke coming from the kitchen window. 5 I can see him going to answer the phone. 9 I can hear Smart Alec running back to the kitchen. 10 I can see him throwing a frying pan out of the window. I think Smart Alec has set fire to his lunch.
Aktivnost 2 – Udžbenik, strana 47, zadaci 5 a, b, c. Igra memorije. Sastavljanje rečenica po slici. Look at the picture. Listen. Are the statements true or false. Write ten sentences about the picture. 5 a – Nastavnik kaže – Look at the picture for one minute and try to memorize as much as you can. Talk about it with your partner.
5 b – Igra memorije – ta čno netačno – Close your books now. Listen. Are the statements true or false? If they are true raise your thumbs up. If they are false put your thumbs down. Radi se sa celim odeljenjem. Odgovori: 1–F 2–T 3–F 4–F 5–F 6–T 7–F 8–T
9–F
10 – T
5 c – Nastavnik kaže – Write ten sentences about the picture using There’s / There are + -ing. For example – There’s a man sitting on a bench and reading a newspaper. Work with your partner. Nastavnik obilazi, prati, podstiče, po potrebi pomaže. Provera se radi uobičajeno, nastavnik piše re čenice koje su u čenici sastavili na tabli.
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Aktivnost 3 – Udžbenik, strana 47, zadatak 6. Sastavljanje rečenica na osnovu zamišljenih slika. Imagine the scenes and describe what you can see, hear, smell, feel.
Jedan učenik pročita instrukciju. Nastavnik dodaje – Talk to your partner about what you can see / hear / smell / feel before you write your sentences down into your exercise books. Compare your ideas. Expalin why you see / hear / smell / feel exactly that. Nastavnik obilazi, pokazuje interesovanje za njihove ideje, postavlja pitanja, učestvuje tako što i sam govori šta vidi / čuje /oseća...
ZAVRŠNI DEO:
Učenici čitaju svoje primere. Ostali slušaju jer će ih nastavnik pitati šta su upravo čuli od svog druga / drugarice –
So what can he / she see / smell / feel / hear? Domaći zadatak: radna sveska, strana 37, zadaci 3 i
4.
ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Sledeći put ću drugačije uraditi / promeniti: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Opšta zapažanja: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
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PREDMET: Engleski jezik ČAS BROJ: 42 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 4 – HEORES NASTAVNA JEDINICA: UNIT 4 C – Imagination TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - da opisuju događaje i sopstvena ose ćanja koristeći prideve poput interested – interesting / bored - boring VASPITNI CILJEVI Učenici: - uviđaju važnost samospoznaje – koliko poznajemo sebe i zašto je to važno ZADACI Učenici će: - učiti i uvežbavati prideve poput interested – interesting / bored - boring - raditi test ličnosti – koliko poznajemo sebe? - razgovarati o razli čitostima METODE I TEHNIKE RADA: kombinovani – popunjavanje tabele na osnovu primera, dopunjavanje rečenica odgovarajućim oblikom prideva, upitnik, slušanje i razumevanje suštine OBLICI RADA: frontalni, individualni, u paru NASTAVNA SREDSTVA: udžbenik, radna sveska, CD KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Srpski jezik UVODNI DEO:
Provera domaćeg zadatka.
GLAVNI DEO: Aktivnost 1 – Udžbenik, strana 48, zadaci 1 a, b, c. Dopunjavanje rečenica / tabele. Read and complete. 1 a - Nastavnik pozove jednog učenika da pro čita instrukciju i daje malo vremena da dopune re čenice – Read the speech bubbles and match the right adjective to each examle box. Proverava frontalno. Odgovori: 1 interested 2 interesting
1 b – Complete the chart. Work individually and compare your answers with y our partner. Nastavnik obilazi, ne pomaže. Provera se radi sa celim odeljenjem. Odgovori: bored – boring, interested – interesting, amazed – amazing, relaxed – relaxing, embarrassing – embarrassed, surprised – surprising, frightened – frightening, annoyed – annoying, amused – amusing *Daje se objašnjenje – We use –ed adjecives to describe how people feel – He feels bored. We use –ing adjectives to describe things that cause such feelings – It is boring. He is interested in his job because it’s interesting.
1 c – Instrukcija glasi – Read and complete the sentences with words from exercise 1 b. Work on your own and compare your answers with your partner. Nastavnik obilazi, proverava, podstiče i pomaže. Provera se radi uobi čajeno. Mogući odgovori: (za neke re č enice je moguće više prideva, pa će biti navedeni svi) 1 any –ing adjective from the table 2 bored 3 boring / disappointing / frightening 4 disapponited / worried / amazed / excited / embarrassed / surprised / annoyed / amused 5 annoying 6 embarrassed 7 interesting / amazing / exciting / amusing 8 boring / interesting / amazing / embarrassing / annoying / amusing
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Aktivnost 2 – Udžbenik, strana 48, zadaci 2 a, b. Anketa. Read the quiz and answer the questions. 2 a – Nastavnik kaže – Look at the quiz quickly. Can you guess what it is trying to find out? Have you ever done quizes like this one? What do you think about them? Did you learn anything about yourself from them? U nastavku, nastavnik daje objašnjenja za eventualno nepoznate re či: *straight - nacrtati pravu liniju ________ i napisati - a straight line *crooked – nacrtati krivu liniju i napisati – a crooked line *gentle – not strong - a gentle breeze
Sledi instrukcija – Read the quiz and answer the questions. Closing your eyes might help to picture the scenes. Učenici rade, nastavnik obilazi i pomaže u čenicima koji to zatraže.
2 b – Compare your answers with your partner. Učenici upoređuju svoje odgovore. Mogu da igraju igru poga đanja, to jest da pitaju jedni druge šta misle koji odgovor su odabrali – What do you think my answer is? Aktivnost 3 – Udžbenik, strana 49, zadaci 3 a, b. Sabiranje poena i tuma čenje rezultata. Check your score. Find the description for your own score. (Slušanje broj 2. 36) 3 a – Nastavnik kaže – Check your score using the box printed upside down at the bottom of page 57 – pokaže to na strani 57. Učenici sabiraju poene. 3 b – Nastavnik objašnjava – You are going tofind out what the scores mean by listening to this recording. Listen and write the scores in the correct boxes. Odgovori: A – pessimists
B – realists
C – optimists
ZAVRŠNI DEO:
Učenici pronalaze opis koji odgovara njihovom rezultatu – Find the description for you own score. Pošto završe, nastavnik kaže – Optimists, stand up - prebroji ih i zapiše broj optimista na tabli. Ponovi isto za ostala dva. Na kraju ih pita – Do you agree you are in the right group?
Domaći zadatak: radna sveska, strane 38 i 39, svi zadaci. ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Sledeći put ću drugačije uraditi / promeniti: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Opšta zapažanja: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
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PREDMET: Engleski jezik ČAS BROJ: 43 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 4 – HEORES NASTAVNA JEDINICA: UNIT 4 D – Kids (The customer) TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - uspešno da naručuju hranu i pi će u restoranu VASPITNI CILJEVI Učenici: - razvijaju svest o važnosti izvršavanja svojih obaveza ZADACI Učenici će: - učiti i uvežbavati izraze i re či koje se odnose na komunikaciju u restoranu - predviđati i upoređivati kraj priče METODE I TEHNIKE RADA: kombinovani – slušanje / čitanje o odgovaranje na pitanja, predvi đanje, upoređivanje, diskusija OBLICI RADA: frontalni, individualni, u paru NASTAVNA SREDSTVA: udžbenik, radna sveska, CD KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Građansko vaspitanje UVODNI DEO:
Provera domaćeg zadatka.
GLAVNI DEO: Aktivnost 1 – Udžbenik, strana 50, zadaci 1 a, b. Čitanje / slušanje i odgovaranje na pitanja. Liste and read. Answer the questions. (Slušanje broj 2. 38) 1 a – Nastavnik podseća učenike na događanja iz prošle epizode – What did the kids do last time? (They went to Wimbledon.) Who got the tickets? (Luke) Where did he get them? (He won them in a raffle at his tennis tournament.) Why were they not able to go? (They were doing work experience.) Did they goin the end? (Yes, they did.) How did they get there? (By train.) How did they feel about their visit? (They enjoyed it. Rosy feels guilty now.)
1 b – Nastavnik kaže – Read the questions in 1b. Read and listen to the story and answer the questions. Work with your partner. Učenici slušaju i prate tekst, odgovaraju na pitanja . Provera se radi sa celim odeljenjem. Odgovori: 1 Mr Bent
2 At Wimbledon
Aktivnost 2 – Udžbenik, strana 50, zadatak 2. Čitanje i odgovaranje na pitanja. Read and answer the questions.
Instrukcija glasi – Read the text again and answer the questions. Work with your partner. Nastavnik obilazi, sluša, ne meša se. Provera se radi uobi čajeno.
Odgovori: 1 The last day of Rosy’s work experience. 2 He orders a ham salad and a cup of tea. He also asks for a glass of water. 3 She nearly drops the cup and saucer, because Mr Bent asks her if she enjoyed the tournament. 4 She was going to Wimbledon to watch tennis.
5 No, he didn’t. 6 He was there on business. His company supplies strawberries for the tournament. 7 They were too expensive. 8 Taking time off from her work experience and going to Wimbledon.
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Aktivnost 3 – Udžbenik, strana 51, zadaci 3 a, b, c. Predviđanje kraja pri če i upoređivanje sa pravim. What do you think happens next? Listen and compare. (Slušanje broj 2. 39) 3 a – Nastavnik pita – Why do you think Rosy is worried? What do you think will happen next? Give your reasons. Učenici rade u grupama od po tri do četiri člana. Imaju dva minuta da smisle kraj pri če i obrazloženje. Nastavnik obilazi dok rade.pokazuje interesovanje, postavlja pitanja. Kada završr, iznose svoje ideje koje nastavnik zapisuje na tabli u vidu teza. 3 b – Sluša se CD – Listen and check your ideas. Which group’s ideas were the closest to the story. 3 c – Jedan učenik pročita zadatak i pitanja. Nastavnik kaže – Try to answer the questions without listening to the story again. Work with your partner. Postupak nastavnika je uobi čajen , ne pomaže. Pošto prodiskutuju odgovore, slušaju tekst i upoređuju – Listen to the story again. Answer the questions. Nastavnik obilazi, sluša, ne pomaže. Provera se radi sa celim odeljenjem. Odgovori: 1 Greg 2 She is worried that Mr Bent will tell his wife he saw her at Wimbledon 3 Learning a poem 4 See the headmistress 5 2 p. m.
ZAVRŠNI DEO:
Diskusija – What would you do if you were Rosy? Take a minute to think about this. Tell your partner about your choice. Učenici koji žele govore pred pdeljenjem šta bi oni uradili da su na mestu Rozi.
Domaći zadatak: radna sveska, strana 40, zadaci 1 i 2. ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Sledeći put ću drugačije uraditi / promeniti: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Opšta zapažanja: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
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PREDMET: Engleski jezik ČAS BROJ: 44 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 4 – HEORES NASTAVNA JEDINICA: UNIT 4 D – Kids (The customer) TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - da traže usluge drugih koriste ći Could you please... Would you mind... VASPITNI CILJEVI Učenici: - razvijaju navike lepog i pristojnog ponašanja u restoranu ZADACI Učenici će: - učiti i uvežbavati izraze i re či koje se odnose na naru čivanje jela i pi ća i traženja usluge (Could you please... Would you mind...)
METODE I TEHNIKE RADA: kombinovani – spajanje parova, dopunjavanje re čenica odgovaraju ćim rečima po smislu, sastavljanje dijaloga po modelu, gluma, razgovor, objašnjenje OBLICI RADA: frontalni, individualni, u paru NASTAVNA SREDSTVA: udžbenik, radna sveska, CD KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Građansko vaspitanje UVODNI DEO:
Provera domaćeg zadatka.
GLAVNI DEO: Aktivnost 1 – Udžbenik, strana 51, zadaci 4 a, b. Spajanje parova. Prevođenje. Read nad match.Translate the expressions in your language. 4 a – Jedan učenik pročita zadatak. Nastavnik uradi prvi primer (I didn’t expect to see you here.) i kaže – Do other examples with your partner. Učenici rade, nastavnik se ne meša. Provera se radi sa celim odeljenjem. Odgovori: 2 Here’s your tea. 3 Oh, be careful! 4 I was there on business. 5 I couldn’t afford them.
6 Yes, I suppose so. 7 Say hello to your parents for me. 8 I knew it was a mistake. 9 This is all Luke’s fault.
4 b – Nastavnik kaže – Go through the expressions again and decide on the best possible translation with your partner. Nastavnik obilazi, aluša, pita, pomaže popotrebi. Pošto završe, u čenici govore svoje predloge za prevod, nastavnik na tabli piše one koje u čenici izaberu kao najadekvatnije. Aktivnost 2 – Udžbenik, strana 51, zadaci 5 a, b, c. Dovršavanje dijaloga i sastavljanje novog. Complete the dialogue. Make up your own dialogue following the model in 1 a. (Slušanje broj 2. 40) 5 a, b – Instrukcija glasi – Complete the dialogue without looking back at the story. Work individually and compare your answers with your partner. Nastavnik prati šta učenici rade, ali se ne meša. Pošto uporede, slušaju CD – Listen and check your answers. Na kraju se radi provera sa celi odeljenjem. Odgovori: ready, get, have, to, Could I, that’s, you
*Nastavnik može da pusti slušanje 2.40 još jednom ukoliko proceni da će učenicima to biti korisno.
5 c – Učenici sastavljaju svoj dijalog – Make up and practise your own dialogues for ordering food and drinks. Učenici rade, nastavnik obilazi, pokazuje nteresovanje, podsti če i po potrebi pomaže. Nekoliko parova izvodi svoje dijaloge.
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Aktivnost 3 – Udžbenik, strana 51, zadaci 6 a, b. Dovršavanje dijaloga i sastavljanje novog. Complete the dialogues from the story. Make new dialogues forthe situations. 6 a - Instrukcija glasi – Complete the dialogue without looking back at the story. Work individually and compare your answers with your partner. Nastavnik prati šta učenici rade, ali se ne meša. Pošto uporede, radi se provera sa celim odeljenjem. Odgovori: 1 Could, take, of 2 Would, bringing, Certainly
6 b - Učenici sastavljaju svoj dijalog – Make up and practise your own dialogues for the situations. Use the cues. Učenici rade, nastavnik obilazi, pokazuje nteresovanje, podsti če i po potrebi pomaže. Nekoliko parova izvodi svoje dijaloge. ZAVRŠNI DEO: Dogovor oko projekta. Teme su Robin Hood (udžbenik strana 52 – osnovne informacije) i A legendary hero or heroine from our country (uputstvo u udžbeniku na strani 55). Projekti će se predstavljati na času broj 48. Domaći zadatak: radna sveska, strana 41, zadaci 3, 4, 5 i 6.
ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Sledeći put ću drugačije uraditi / promeniti: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Opšta zapažanja: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
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PREDMET: Engleski jezik ČAS BROJ: 45 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 4 – HEORES NASTAVNA JEDINICA: UNIT 4 - Reporting requests & commands TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - da koriste neupravni govor za molbe i naredbe VASPITNI CILJEVI Učenici: - uočavaju razlike u tonu, na činu izražavanja molbi i naredbi – nije sve jedno kako se nešto traži / kaže ZADACI Učenici će: - učiti i uvežbavati neupravni govor - molbe i naredbe METODE I TEHNIKE RADA: kombinovani – OBLICI RADA: frontalni, individualni, grupni NASTAVNA SREDSTVA: radna sveska, kopija nastavnog lista za svakog u čenika (u prilogu uz ovu pripremu) KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Srpski jezik UVODNI DEO:
Provera domaćeg zadatka.
GLAVNI DEO: Aktivnost 1 – Zadatak A. Uočavanje značenja oblika. Spot the meaning and the form.
Nastavnik podeli učenike u grupe i kaže - Read the examples a. - d. Answer the questions. Dok rade, nastavnik obilazi, prati, ne meša se. Provera se radi sa celim odeljenjem.
a. "Go to bed!" → He told me to go to bed. b. "Don't go to bed!" → He told me not to go to bed. c. "Please, swith off your mobile phone." → The air hostess asked him to switch off his mobile. d. "Show me your driving licence." → The policeman asked the driver to show him his driving licence.
Which sentences are commands? (a. and b.) Which sentences are requests? (c. and d.)
How do we turn direct commands and requests into reported speech? In English, reported requests and commands are formed using the( to + infinitive) (in statements) and (not to + infinitive) (in negative statements). If we repeat somebody's commands, we use the word (tell) . If it's a request, the word used in the main clause is (ask).
*We can use some other verbs in the main clause like order for commands and beg for requests. *Nastavnik ovde može da da i dodatna objašnjenja ako proceni da je to potrebno. Bitno je naglasiti da u indirektnom govoru ne može da se ponovi glagol say odnosno said. Nastavnik isto tako može da da i neki primer gde je uvodna rečenica u sadašnjem vremenu iako se to retko koristi– ’ Open the door, please.’ → She asks me to open the door.
Aktivnost 2 – Zadatak B. Prevacivanje rečenica u indirektni govor. Rewrite the sentences into reported speech.
Učenici i dalje rade u grupama. Nastavnik kaže - Rewrite the sentences into reported speech. Use tell, order, ask, beg- uradi prvi primer zajedno sa njima. Skre će pažnju na promene kod zamenica – Be careful with pronouns. There are some changes in the reportde speech. Look – napiše primer na tabli "Don't shout at me", she told him angrily. She told him angrily not to shout at her. Učenici dalje rade sami, postupak je isti kao u prethodnoj aktivnosti.
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Odgovori: 2 "Don' t go near the water, children" , the teacher said. (The teacher told / ordered the children not to go near the water.) 3 "Don't buy any eggs, please", she said t o me. (She asked me not to buy any eggs.) 4 "Read it yourself if you don't believe what I say", he said to me. (He told me to read it myself if I don’t believe waht he says.) 5 " Please, don't drink any more", he told his friend. (He asked / begged his friend not to drink any more.) 6 "Don't smoke near the petrol pump", he said to them. (He told them not to smoke near the petrol pump.) 7 "Please, come to my birthday party", my friend told me. (My friend asked me to come to his birthday.) 8 "Don't worry about anything, Mrs. Whiles", said the doctor. (The doctor told Mrs Whiles not to worry about anything.)
Aktivnost 3– Zadatak C. Molbe sa Could you...i Would you...
Postupak je potpuno isti kao u prethodne dve aktivnosti. Nastavnik će samo pro ći kroz primere i dati objašnjenje ukoliko učenici ne mogu sami da zaklju če:
a. "Could you buy some eggs?" She asked me to buy some eggs
b. "Would you help me with these bags, please? " He asked me to help him with those bags.
Odgovori: 1 "Could you read the next paragraph?" the teacher said to her. (The teacher asked her to read the next paragraph.) 2 "Will you bring me a glass of water, please ", Jane told me. (Jane asked me to bring her a glass of water.)
ZAVRŠNI DEO:
Nastavnik kratko prođe kroz primere u zadatku D. i proverava da li je sve jasno.
Domaći zadatak: zadatak D. na radnom listu. ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Sledeći put ću drugačije uraditi / promeniti: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Opšta zapažanja: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
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REPORTED REQUESTS AND COMMANDS A. Read the examples a. - d. Answer the questions.
a. "Go to bed!" → He told me to go to bed. b. "Don't go to bed!" → He told me not to go to bed. c. "Please, swith off your mobile phone." → The air hostess asked him to switch off his mobile. d. "Show me your driving licence." → The policeman asked the driver to show him his driving licence.
Which sentences are commands?_________ Which sentences are requests? _________
How do we turn direct commands and requests into reported speech? In English, reported requests and commands are formed using the ________________ (in statements) and ________________ (in negative statements). If we repeat somebody's commands, we use the word . ________________ . If it's a request, the word used in the main clause is ________________
*We can use some other verbs in the main clause like order for commands and beg for requests.
A. Rewrite the sentences into reported commands. Use tell, order, ask, beg 1 "Don't shout at me", she told him angrily. _________________________________________________________________ 2 "Don' t go near the water, children" , the teacher said.
____________________________________________________________ 3 "Don't buy any eggs, please", she said to me. __________________________________________________________________ 4 "Read it yourself if you don't believe what I say", he said to me. __________________________________________________________________ 5 " Please, don't drink any more", he said to his friend. __________________________________________________________________ 6 "Don't smoke near the petrol pump", he said to them. __________________________________________________________________ 7 "Please, come to my birthday party", my friend told me. __________________________________________________________________ 8 "Don't worry about anything, Mrs. Whiles", said the doctor. __________________________________________________________________
C. Read the examples a and b and rewrite the sentences into reported speech. a. "Could you buy some eggs?" She asked me to buy some eggs
b. "Would you help me with these bags, please? " He asked me to help him with those bags.
1 "Could you read the next paragraph?" the teacher said to her. __________________________________________________________________ 2 "Will you bring me a glass of water, please ", Jane told me. __________________________________________________________________
D. Further practice.
She said, "Go upstairs." ______________________________________________ "Close the door behind you," he told me. ______________________________________________ "Don't be late," he said to us. ______________________________________________ "Stop staring at me," she said. ______________________________________________ "Don't be angry with me," he said. ______________________________________________ "Leave me alone," she said. ______________________________________________ "Don't drink and drive," she told us. ______________________________________________ "John, stop smoking," she said. ______________________________________________ "Don't worry about us," they said. ______________________________________________ "Meet me at the cinema." he said. ______________________________________________ 102
PREDMET: Engleski jezik ČAS BROJ: 46 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 4 – HEORES NASTAVNA JEDINICA: UNIT 4 - Reporting advice TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - da koriste neupravni govor za savete VASPITNI CILJEVI Učenici: - umeju da daju i primaju savete ZADACI Učenici će: - učiti i uvežbavati neupravni govor – saveti - uvežbavati neupravni govor – saveti, naredbe i molbe - pomešano METODE I TEHNIKE RADA: kombinovani – razgovor, objašnjenje, transformacija re čenica OBLICI RADA: frontalni, individualni, u paru NASTAVNA SREDSTVA: nema KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Srpski jezik UVODNI DEO:
Provera domaćeg zadatka.
GLAVNI DEO: Aktivnost 1 – Kako dajemo savete. What are the ways we advise people to do something?
Nastavnik počinje priču i postavlja pitanje – Imagine that it is a rainy day today. Your friend wants to go out. What advice would you give to him / her? Nastavnik zapisuje ideje na tabli.
Mogući odgovori: 1 You should take an umbrella. 2 I would take an umbrella. 3 Why don’t you take an umbrella.
4 You might want to take an umbrella. 5 It might be a good idea to take an umbrella. 6 If I were in your shoes I would take an umrella. (for stronger students)
Aktivnost 2 – Kako prenosimo nečije savete. How do we tell others what somebody advised us to do?
Nastavnik postavlja gore navedeno pitanje i daje odgovor - When we want to tell others what somebody advised us to do, we use this expression: She advised me to bring an umbrella. – napiše re čenicu na tabli.
U nastavku nastavnik kaže - Try these – i napiše dole navedene re čenice na tabli. Svaku izgovara naglas dok piše. Učenici ih prepisuju. Kada ih prepišu, nastavnik kaže: Let’s do the first example together- uradi prvi primer sa njima. Ostale rade u parovima – Rewrite sentences 2 – 8 using reported speech. Work with your partner. Nastavnik obilazi, prati i pomaže sporijim učenicima. Na kraju se radi provera sa celim odeljenjem.
1
“I think you should make the reservations early.” (She advised me) (She advised me to make the reservations early.) 2 “You might want to bring some extra money f or food.” (Tom advised them) 3 “It might be a good idea to see a doctor.” (Mrs Atkins advised her friend) 4 “You should probably take some warm clothes.” (They advised us) 5 “I’d stick together so that you don’t get lost.” (He advised her) 6 “It might be a good idea to buy a map.” (The guide advised the tourists) 7 “If I were in your shoes, I would leave early.” (John advised his son) 8 “I think you should check the weather forecast.” (The teacher advised her students)
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Rešenja: 2 Tom advised them to bring some extra money for food. 3 Mrs Atkins advised her friend to see a doctor. 4 They advised us to take some warm clothes. 5 He advised her to stick together so that she doesn’t get lost. 6 The guide advised the tourists to buy a map. 7 John advised his son to leave early. 8 The teacher advised her students to check the weather forecast.
Aktivnost 3– Naredbe, molbe i saveti – pomešano. Rewrite these sentences using reported speech.
Postupak je isti kao u prethodnom koraku, s tim što nastavnik ovde skre će učenicima pažnju da su izmešane naredbe, molbe i saveti i da vode ra čuna koji će glagol da upotrebe u indirektnom govoru – Here is a set of sentences you are supposed supposed to turn inteo reported speech. speech. Some of them are commands, commands, some are are requests and some are pieces of advice. Be careful careful when you choose the verb for reported speech. Nastavnik će uraditi prvu rečenicu zajedno sa nima.
1 2 3 4 5 6 7
"Get up!" he said. → He told me to get up. "Please, revise for the test," he said. ( He asked me to revise for the test.) "I think you should put on your coat," I said to him. ( I advised him to put on his coat.) "Don't hesitate," he said. - He persuaded me not to hesitate. "You should give up smoking," the doctor said to my father. (The doctor advised my father not to smoke.) smoke.) "Leave the room," he said to John. ( He told John to leave the room.) "Don't give up," the teacher told her students. (The teacher told her students not to give up.)
ZAVRŠNI DEO:
Nastavnik kratko prođe kroz primere i proverava da li je sve jasno.
Domaći zadatak: nema ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: _____________________________________ _______________________________________________________ ______________________________________ _____________________________________ ____________________ ___ _____________________________________ _______________________________________________________ ______________________________________ _____________________________________ ____________________ ___ _____________________________________ _______________________________________________________ ______________________________________ _____________________________________ ____________________ ___ Sledeći put ću drugačije uraditi / promeniti: ___________________________________ ______________________________________________________ _____________________________________ ____________________________________ _______________________ _____ ___________________________________ ______________________________________________________ _____________________________________ ____________________________________ _______________________ _____ ___________________________________ ______________________________________________________ _____________________________________ ____________________________________ _______________________ _____ Opšta zapažanja: ___________________________________ ______________________________________________________ _____________________________________ ____________________________________ _______________________ _____ ___________________________________ ______________________________________________________ _____________________________________ ____________________________________ _______________________ _____ ___________________________________ ______________________________________________________ _____________________________________ ____________________________________ _______________________ _____
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PREDMET: Engleski jezik ČAS BROJ: 47 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 4 – HEORES curriculum, Art: the Fighting Temeraire NASTAVNA JEDINICA: UNIT 4 - English across the curriculum, TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - da komuniciraju o slikarstvu – okolnosti u kojima nastaje jedno slikarsko delo i kako umetni čka slika pokazuje realnost VASPITNI CILJEVI Učenici: - razvijaju intersovanje za likovnu umetnost - slikarstvo ZADACI Učenici će: - čitati tekst i proveriti opšte razumevanje - raditi na tekstu i tražiti detalje - opisivati sliku - pokušati da tumače sliku METODE I TEHNIKE RADA: kombinovani – čitanje i odgovaranje na pitanja / pronalaženje detalja, opisivanje slike, tumačenje slike OBLICI RADA: frontalni, individualni, u paru NASTAVNA SREDSTVA: udžbenik, CD KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Likovna kultura UVODNI DEO:
Udžbenik, strana 53, zadatak 1. Uvod u tekst. Nastavnik kaže i pita – Look at the picture. Describe Describe it. Do you like the picture? Why? Why not? Is it old or modern? Is it painted by an artist? Why do you think it is / iti is not? Is it like pictures painted by artists in oru country? What are the the differences?
GLAVNI DEO: Aktivnost 1 – Udžbenik strana 53, zadatak 2. Slušanje i odgovaranje na pitanja. Read and listen. Answer the questions. (Slušanje broj 2. 43)
Nastavnik kaže – Read the questions in exercise 2. Make Make sure you understand each one. If you don’t, ask someone someone to help you. Učenici kratko pro đu kroz pitanja. Read and listen to the text. Answer Answer the questions. Work with your your partner. Nastavnik obilazi, sluša, ne meša se. Provera se radi sa celim odeljenjem.
Odgovori: 1 The Fighting Temeraire. 2 It’s the name of the ship in the painting. 3 JMW Turner.
4 In 1839. 5 The ship is being taken on its last journey to the baker’s yard. 6 The painting is in the National Gallery in London.
U nastavku, nastavnik posve ćuje malo pažnje vokabularu. Izgovara definicije (ili i piše na tabli), u čenici pronalaze odgovarajuću reč u tekstu – Listen to these definitions and find the words words in the text to match them. Radi se frontalno, jdna po jedna re č / definicja.
*to choose something choose something or or someone someone to win a prize or an or an honour (vote) (vote) *a small powerful boat powerful boat used used for for pulling larger pulling larger boats boats (a (a tugboat) *the time in the evening when evening when the sun the sun goes goes down below the horizon and night and night begins begins (sunset) (sunset)
Aktivnost 2 – Udžbenik strana 53, zadaci 3 a, b, c. Pronalaženje detalja. Opisivanje. Tuma čenje. Finding details. Describing things. What does each thing represent in the picture? 3 a – Jedan učenik pročita instukciju. Nastavnik dodaje – Find and poit to the things in the pictures. pictures. Work individually and compare your answers with your partner. nastavnik obilazi, postavlja pitanja – What’s that? Where’s the tugboat? Where’s the sunset?
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3 b - Nastavnik kaže – Write a few sentences about each thing. Share your ideas with your partner. Join you ideas together. What are your impressions and visible details? Učenici rade, nastavnik obilazi, prati, ne meša se. Na kraju nekoliko učenika pročita svoje opise. Ostali slušaju, dodaju i po potrebi, ipravljaju. 3 c - Diskusija. Nastavnik poziva u čenike da prokomentarišu detalje – Try to speculate what each thing represents. Think and share your ideas with your partner. Postupak nastavnika je isti kao u prethodnom koraku. Provera se radi sa celim odlejenjem. Moguići odgovori: the sailing ship: the end of an era which was beautiful and more traditional the tugboat: the beginning of the new, dirty industrial era the sunset: the time reaching its end, old age
Aktivnost 3 - Udžbenik strana 53, zadatak 4. Dalje tumačenje umetnikovih ideja. What did the artist want to show?
Jedan učenik pročita instrukciju. Nastavnik dodaje – Read the text again. Identify the reasons. reasons. Justify them. Work with your partner. Nastavnik prati, proverava, postavlja pitanja. Provera se radi sa celim odeljenjem u završnom delu časa.
ZAVRŠNI DEO:
Provera zadatka 4.
Mogući odgovori: He changed the colour of the the sailing ship from black and yellow to white and gold to make it look more like a ghost. To show the sun setting on the era of old sailing ships, the ship is painted sailing away frm the sunset, but in fact it was sailing west towards the sunset.
Domaći zadatak: svaki u čenik će napraviti pet rečenica tačno / netačno – Make five true or false statements about the painting. (Zadtak 5 se zato ne radi.) ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: _____________________________________ _______________________________________________________ ______________________________________ _____________________________________ ____________________ ___ _____________________________________ _______________________________________________________ ______________________________________ _____________________________________ ____________________ ___ _____________________________________ _______________________________________________________ ______________________________________ _____________________________________ ____________________ ___ Sledeći put ću drugačije uraditi / promeniti: ___________________________________ ______________________________________________________ _____________________________________ ____________________________________ _______________________ _____ ___________________________________ ______________________________________________________ _____________________________________ ____________________________________ _______________________ _____ ___________________________________ ______________________________________________________ _____________________________________ ____________________________________ _______________________ _____ Opšta zapažanja: ___________________________________ ______________________________________________________ _____________________________________ ____________________________________ _______________________ _____ ___________________________________ ______________________________________________________ _____________________________________ ____________________________________ _______________________ _____ ___________________________________ ______________________________________________________ _____________________________________ ____________________________________ _______________________ _____
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PREDMET: Engleski jezik ČAS BROJ: 48 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 4 – HEORES NASTAVNA JEDINICA: UNIT 4 - Revision TIP ČASA: sistematizacija OBRAZOVNI CILJEVI Učenici će moći: - primenjuju znanja i umenja stečena u okviru ove nastavne teme u novom, nepoznatom kontekstu VASPITNI CILJEVI Učenici: - uviđaju prednosti sistematičnog učenja u odnosu na kampanjski rad ZADACI Učenici će: - igrati igru skoč i levo, skoč i desno - diskutovati o savetima vezanim za na čine učenja - uvežbavati strukturu There’s / I can see / hear someone doing something - uvežbavati upotrebu gerunda i infinitiva METODE I TEHNIKE RADA: kombinovani – diskusija, opisivanje slike (radnje), dopunjavnje re čenica odgovarajućim oblikom re či, dvostruki izbor (re či u rečenici), slušanje i pisanje OBLICI RADA: frontalni, individualni, u paru NASTAVNA SREDSTVA: udžbenik KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Srpski jezik UVODNI DEO:
Učenici predstavljaju svoje projekte.
GLAVNI DEO: Aktivnost 1 – Jump to the left. Jump to the right. Igra.
Učenici su kod ku će pripremili pet re čenica (tačno / netačno). Nastavnik pozove jednog ispred table da pro čita svoje primere i kaže – Stand up,everybody. Listen to his / her statements. If the statement you hear is true, jump to the left. If it is flase, jump to the right and give the correct one. Nastavnik može da pozove nekoliko u čenika da pročitaju svoje primere, ali ne smeju da ponove one koji su se ve ć čuli - Read your statements, but you mustn’t repeat the ones we have already heard.
Aktivnost 2 – Udžbenik strana 54. Veštine učenja – diskusija. Study skills.
Nastavnik kaže – Read the information in the box. Discuss the advice with your partner. Pošto kratko prodiskutuju, nastavnik pita How many of you study like this? How many of you leave it until the night before?Why do you do it? How can you change your ways?
Aktivnost 3 - Udžbenik strana 54, zadatak 1. Opisivanje slike – ismeno. Describe the picture. Write your sentences.
Instrukcija glasi – Write ten sentences describing the picture, saying what the people / animals are doing. Read and follow the example. Work individually and compare your answers with your partner. Učenici rade, nastavnik obilazi, proverava, po potrebi pomaže. Provera se radi sa celim odeljenjem.
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Odgovori: 1 There are two boys fishing. 6 There is 7 ’s a dog chasing a ball. 2 There is / ’s a policeman pointing to a No Fishing sign. 7 There is / ’s a girl sitting on the grass and talking on her 3 There is / ’s a woman selling ice cream to a little boy. mobile phone. 4 There are two people playing cricket. 8 There is / ’s a man working on his lap top. 5 There is / ’s a woman taking photos. 9 There is / ’s a boy lying on the grass and reading a book. 10 There is / ’s a duck standing by the pond.
Aktivnost 4 - Udžbenik strana 54, zadatak 3. (Zadatak 2 se ne radi.) Dopunjavanje re čenica odgovaraju ćim oblikom reči. Complete the sentences with the verbs in brackets in the correct verb form.
Jedan učenik pročita instrukciju. Nastavnik dodaje – Work individually and compare your answers with your partner. Postupak je dalje isti kao u prethodnoj aktivnosti.
Odgovori: 1 raining 2 using 3 to have 4 to help
5 to go
6 watching
7 putting
8 to do
Aktivnost 5 - Udžbenik strana 54, zadatak 4. Dvostruki izbor. Choose the correct adjective.
Postupak je potpuno isti kao u aktivnosti 3.
Odgovori: 1 relaxed 2 frightened 3 interested 4 exciting 5 surprised 6 disappointed 7 amusing 8 worried
ZAVRŠNI DEO: Udžbenik strana 54, zadatak 5. Slušanje i pisanje. Listen and write. (Slušanje broj 2. 44)
Nastavnik pročita zadatak, pusti CD i uradi prvi primer zajedno sa u čenicima. Piše ga na tabli kristeći jednu od ponuđenih opcija za po četak rečenice i kaže - Now you do other requests. Listen and complete. Work individually and compare your answers with your partner. Nastavnik zaustavlja CD posle svake molbe kako bi u čenici imali vremena da je zapišu. Dok upore đuju, nastavnik obilazi i proverava koliko su napisali. Provera se radi sa celim odeljenjem.
Odgovori: 2 Would you mind opening it? 3 Could you lend me some money? 4 Would you mind ringimg my number? 5 Could you open the window? 6 Would you mind taking him out?
Domaći zadatak: radna sveska, strane 42 i 43, svi zadaci. ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Sledeći put ću drugačije uraditi / promeniti: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Opšta zapažanja: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
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PREDMET: Engleski jezik ČAS BROJ: 49 ODELJENJE: DATUM: NASTAVNA TEMA: REVISION + TEST 2 NASTAVNA JEDINICA: Revision lesson (Priprema za TEST 2) TIP ČASA: sistematizacija OBRAZOVNI CILJEVI Učenici će moći: - da sistematizuju i primene ste čena znanja u nepoznatom kontekstu VASPITNI CILJEVI Učenici: - shvataju važnost kontinuiranog rada - traže dodatno objašnjeje bez straha da će biti ismejani ZADACI Učenici će uvežbavati vokabular i jezi čke strukture koje su se radile u okviru Unit - a 3 i 4 METODE I TEHNIKE RADA: kombinovani – (dopuniti) OBLICI RADA: (dopuniti) NASTAVNA SREDSTVA: (dopuniti) KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: povezano je sa svim predmetima i temama koje su se radile u okviru Unit - a 3 i 4 Ovu pripremu za čas ćete uraditi u skladu sa jezi čkim strukturama i veštinama koje želite da proverite UVODNI DEO: GLAVNI DEO: ZAVRŠNI DEO:
ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Sledeći put ću drugačije uraditi / promeniti: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Opšta zapažanja: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
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PREDMET: Engleski jezik ČAS BROJ: 50 ODELJENJE: DATUM: NASTAVNA TEMA: REVISION + TEST 2 NASTAVNA JEDINICA: Test 2 TIP ČASA: provera znanja OBRAZOVNI CILJEVI Učenici će moći: - da primene ste čena znanja i veštine VASPITNI CILJEVI Učenici: - razvijaju svest o tome da je test prijatelj u čenja ZADACI Učenici će raditi zadatke koji pokrivaju vokabular i jezi čke strukture koje su se radile u okviru Unit - a 3 i 4 METODE I TEHNIKE RADA: OBLICI RADA: individualni NASTAVNA SREDSTVA: test štampan na papiru KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: povezano je sa svim predmetima i temama koje su obuhvaćene u okviru nastavnih tema koje se proveravaju UVODNI DEO: Nastavnik deli testove i daje potrebna uputstva (L1).
GLAVNI DEO: Učenici rade test. (Ovde je ostavljeo da svaki nastavnik za sebe dopiše sadržaj testa. Potrebno je dopuniti metode i tehnike rada. )
ZAVRŠNI DEO: Učenici završavaju zadatke. Nastavnik skuplja testove.
ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Sledeći put ću drugačije uraditi / promeniti: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Opšta zapažanja: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
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PREDMET: Engleski jezik ČAS BROJ: 51 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 5, OUR ENVIRONMENT NASTAVNA JEDINICA: UNIT 5 A – Climate change TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - da komuniciraju o globalnom zagrevanju koriste ći izraze i re či koje se odnose na datu temu VASPITNI CILJEVI Učenici: - razvijaju ekološke navike ZADACI Učenici će: - učiti i uvežbavati vokabular koji se odnosi na globalno zagrevanje - raditi na tekstu koji opisuje klimatske promene METODE I TEHNIKE RADA: kombinovano – povezivanje reči i definicija, čitanje – skeniranje teksta / pronalaženje detalja, dopunjavnje teksta odgovaraju ćim, ponuđenim rečima, razgovor OBLICI RADA: individualni, u paru, frontalni NASTAVNA SREDSTVA: udžbenik, CD KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Ekologija UVODNI DEO: Nastavnik deli testove i sopštava rezultate. Kratak osvrt na naj češće greške i davanje dodatnih objašnjenja.
GLAVNI DEO: Aktivnost 1 – Udžbenik, strana 56, zadatak 1. Povezivanje reči i definicija. Match the words to the meanings.
Nastavnik pita – Do you think our climate is changing? How? What changes can you notice? What are the possible reasons for those changes? Nastavnik navodi učenike da se sete termina poput global warming, greenhouse gases, rainforests ... zapisuje na tabli kako ih u čenici izgovore. Kaže - The increase in the average temperature of Earth's near-surface air and oceans is called ... ? – pozove učenike da dovrše re čenicu (global warming). Na isti način ih navodi i za ostale izraze i re či. Izgovara slede će rečenice – A building where plants are grown is called ...? (a greenhouse or a glasshouse) The heating of the Earth is increasing due to the presence of ... ? (greenhouse gases) A forest in a tropical region of the world where it rains a lot is called ...? (a rainforest) What do people do with rainforests? (They cut down trees.) Why? (for farms, buildings and furniture)
Sledi instrukcija – Read the instruction in exercise 1. Go through the words and meanings before matching them. Work with your partner. If you have problems to understand any of them, call for help. Work with your partner.
Nastavnik obilazi, prati i pomaže. Provera se radi sa celim deljenjem. Odgovori: 1–d 2–i 3–g 4–k 5–f 6–a 7–e 8–j 9–h
*Nastavnik će skrenuti u čenicima pažnju kod izgovora nekih re či: drought /draut / (ovde može da se objasni izgovor i zna čenje reči draught /dra:ft/ ( cold air that blows into a room and makes you feel uncomfortable ) jer ih učenici često mešaju) hurricane / ’hʌr ik ən/, carbon dioxide /’ka:(r)bən daiˈ ɔ ksaid/
Aktivnost 2 – Udžbenik, strana 56, zadaci 2 a, b, c. Čitanje i odgovaranje na pitanja / traženje informacija. Dopunjavanje teksta odgovaraju ćim, ponuđenim rečima. Read and answer the questions. Complete the gaps. (Slušanje broj 3. 2) 2 a – Jedan učenik pročita zadatak naglas. Nastavnik dodaje – Identify the the things in the puctures with your partner. Postupak nastavnika je isti kao u aktivnosti 1. Provera se radi frontalno. Odgovori: a - power stations / pollutions
b - ice caps (meltings) c - drought
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d - deforestation
2 b – Nastavnik izgovori instrukciju koja je data u udžbeniku i kaže – You are supposed to give a one-word answer. Učenici čitaju i na kraju kažu odgovor (deforestation). 2 c – Instrukcija glasi – Read through the text and try to guess the words which go in the gaps. Work individually and compare your answers with your partner. Nastavnik obilazi, ne pomaže. Pošto završe, nastavnik kaže – Read and listen. Check your answers – učenici slušaju CD i proveravaju svoje odgovore. Na kraju se radi provera na nivou celog odeljenja. Odgovori: 1 – c 2 – h 3 – f 4 – d 5 – j 6 – a 7 – k 8 – b 9 – i 10 – e
Aktivnost 3 – Udžbenik, strana 57, zadatak 3. Pronalaženje detalja. Find these things in the text.
Nastavnik kaže – Read the pieces of information in exercise 3. Find them in the text. Work individually and compare your answers with your partner. Nastavnik obilazi i pomaže sporijim u čenicima. Provera se radi frontalno u završnom delu časa.
ZAVRŠNI DEO:
Provera zadatka 3.
Odgovori:
-
five things that produce greenhouse gases – cars, factories, power stations, aeroplanes, deforestation two important jobs that forests do – control global temperatures by taking in carbon dioxide, and they produce rain two reasons why forests are destroyed – for wood for building and furniture, and to make f arms three effects that deforestation has – release of CO2 into the atmosphere, this leads to more extreme weather and less rain
Domaći zadatak: radna sveska, strana 44, zadaci 1 i 2. ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Sledeći put ću drugačije uraditi / promeniti: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Opšta zapažanja: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
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PREDMET: Engleski jezik ČAS BROJ: 52 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 5, OUR ENVIRONMENT NASTAVNA JEDINICA: UNIT 5 A – Climate change TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - da koriste pasivne oblike glagola u sadašnjosti VASPITNI CILJEVI Učenici: - razvijaju ekološke navike ZADACI Učenici će: - učiti i uvežbavati oblike pasiva – present simple tens - ponavljati i uvežbavati vizraze i reči koje se odnose na ekologiju METODE I TEHNIKE RADA: kombinovano – dopunjavnje re čenica na osnovu teksta, otkrivanje i formulisanje pravila, transformacija rečenica, diskusija, razgovor, objašnjenje OBLICI RADA: individualni, u paru, frontalni, grupni NASTAVNA SREDSTVA: udžbenik, radna sveska, CD KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Ekologija, Srpski jezik UVODNI DEO: Provera doma ćeg zadatka.
GLAVNI DEO: Aktivnost 1 – Udžbenik, strana 57, zadaci 4 a, b, c, d. Čitanje i dopunjavanje re čenica. Read and complete the sentences. 4 a – Nastavnik kaže – Complete the sentence without looking at the text. When you have finished, check the text to see if you were right. Nastavnik u međuvremenu napiše re čenicu u aktivu na tabli. Kada završe, jedan u čenik piše ispod nje rečenicu u pasivu, nastavnik pita ostale – Do you agree? Active Passive
Power stations burn fossil fuels. Fossil fuels are burnt by power stations.
4 b – Nastavnik poziva učenike da prona đu i podvuku subjekat, objekat i glagol u aktivnoj re čenici – Come to the board, point out and label the subject, verb and object in the active sentence. Kada završi, nastavnik pita ostale – Do you agree? Po potrebi ispravlja (ukoliko je u čenik pogrešio, a ostali se ne sete kako da isprave). Odgovor: subject – power stations
verb – burn
object – fossil fuels
4 c – Postupak se ponavlja, ali sada za pasivnu re čenicu. Odgovor: subject – fossil fuels
verb – are burnt
agent – power stations
Sledi razgovor i objašnjenje – What happens to the subject from the active sentence? ( It becomes the agent in the passive sentence.) What happens to the object? (It becomes the subject.) What word do we use to introduce the agent? (by) When do we use passive sentences? (When the object is the most important information.) Na tabli se
zatim napiše: Active subject object
→ → →
Passive agent subject
4 d - Nastavnik kaže – Complete the sentence without looking at the text. When you have finished, check the text to see if you were right. Work with your partner. Nastavnik obilazi, ne pomaže. Pošto završe, učenici pišu rečenice na tabli (svaku napiše drugi):
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1 Every year, thousands of articles are written about it. 2 However, in many cases the land is used for farms.
Sledi razgovor i objašnjenje – What is the most important thing in each sentence? (thousands of articles, the land) Where is the agent in each sentence? (There are no agents.) Why? (Because it is not important who does the the things.)
Aktivnost 2 – Udžbenik, strana 57, zadatak 5 a. (Zadatak 5 b se ne će raditi.) Čitanje rečenica i formulisanje pravila. Read and complete the rules.
Instrukcija glasi – Read the sentences in exercise 4 and complete the rules. Work with your partner. Nastavnik prati šta učenici rade, ali se ne meša. U me đuvremenu napiše pravilo sa prazninama na tabli koje će učenici dopuniti tokom provere.
To make the passive we use
the verb to be
.and
a past participle
..
Aktivnost 3 – Udžbenik, strana 57, zadatak 6. Transformacija rečenica. Change the sentences into thr passive.
Sledi instrukcija – Look at the sentences in exercise 6. Change them into the passive. Read the example. Work with your partner. Nastavnik obilazi i pomaže sporijim učenicima. Provera se radi uobi čajeno.
Odgovori: 1 A lot of CO2 is released by cars. 2 The forests are burnt down by farmers. 3 Most of the world’s rain is made by the forests. 4 Forest fires are photographed by satellites.
5 Millions of animals are killed by deforestation. 6 3 % of greenhouse gases are produced ba aeroplanes. 7 The Sun’s heat is trapped by greenhouse gases. 8 Extreme weather is produced by global warming.
*Zadatak 7 se neće raditi zbog nedostatka vremena. ZAVRŠNI DEO: Zadadtak 8 u udžbeniku. Diskusija. Nastavnik pre diskusije pušta CD, slušanje broj 3. 3 iako se zadatak 7 ne radi. Pošto ga odslušaju, pita – What are biofuels? (fuels made from plants) Učenici se, zatim, podele u dve velike grupe. Jedna grupa diskutuje o globalnom zagrevanje, a druga o biogorivima. Instrukcija glasi – Group one, discuss and prepare your ideas on global warming and what we should do about it. Group two, discuss and prepare your ideas on biofuels and whether we should use them or not. Grupe pripremaju diskusije, nastavnik obilazi, prati, u čestvuje, postavlja pitanja i podsti če. Na kraju izveštavaju – predstavljaju svoje ideje. Ostali slušaju i komentarišu. Nastavnik podsti če diskusiju pitanjima – Do you agree? Any suggestions to this? Any comments / objections to this?
Domaći zadatak: radna sveska, strane 45 i 46, zadaci 3, 4, 5 i 6. ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Sledeći put ću drugačije uraditi / promeniti: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Opšta zapažanja: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
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PREDMET: Engleski jezik ČAS BROJ: 53 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 5, OUR ENVIRONMENT NASTAVNA JEDINICA: UNIT 5 B – Smart Alec’s plan TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - da komuniciraju o novim ekološkim problemima VASPITNI CILJEVI Učenici: - razvijaju ekološke navike ZADACI Učenici će: - učiti i uvežbavati nove izraze i re či koje se odnose na ekologiju - uočavati nove oblike pasiva i formulisati pravila METODE I TEHNIKE RADA: kombinovano – čitanje i odgovaranje na pitanja, dopunjavanje re čenica na osnovu teksta, razgovor, objašnjenje OBLICI RADA: individualni, u paru, frontalni NASTAVNA SREDSTVA: udžbenik, radna sveska, CD KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Ekologija, Srpski jezik UVODNI DEO: Provera doma ćeg zadatka.
GLAVNI DEO: Aktivnost 1 – Udžbenik, strana 58, zadatak 1. Slušanje / čitanje o dgovaranje na pitanja. Read and listen. Answer the questions. (Slušanje broj 3. 5)
Nastavnik kaže – Look at the pictures. What do you think the story is about? nekoliko učenika kaže šta misli. Sledi nova instrukcija – Read the questions in exercise 1. Read and listen to the story and answer them. Share your ideas with your partner. Pušta se CD. Nastavnik samo kratko obi đe učenike, ne pomaže. Provera se radi sa celim odeljenjem.
Odgovori: 1 The Golden Dolphin award. 2 They couldn’t open the door of their van to kidnap the professor because Alec and Sue parked right behind it.
Pre aktivnosti dva, nastavnik pro đe kroz vokabular koji bi u čenicima mogao da bude nepoznat. Pita u čenike da li znaju da objasne zna čenje tih reči, ukoliko ne znaju, daje ih sam.
*fake - made to look like something real in order to trick people (a fake passport / visa / document) * publicity - attention in magazines , newspapers , or television (Recent events attracted a lot of publicity.) *false- made to look like something real (false teeth / eyelashes / beard ) Ovde dati objašnjenje – We can say false passport or fake passport but we can’t say fake teeth / eyelashes / beard.
Aktivnost 2– Udžbenik, strana 59, zadatak 2. Čitanje o dgovaranje na pitanja – ta čno / netačno / ne spominje se. Are the statements true or false or doesn’t it say?
Instrukcija glasi – Read the text again and decide whether the statements are true or false or if the text doesn’t say. Find evidence for your answers in the story. Work with your partner. Nastavnik obilazi, proverava, ne meša se. Provera se radi sa celim odeljenjem. Kada u čenici ponude svoje rešenje, nastavnik kaže – Give some evidence for your answer. How did you come to it? Ukoliko je odgovor false , nastavnik traži da se da ta čan odgovor – What’s the true answer?
Odgovori: 1 DS 2 F 3 T 4 F 5 T 6 F 7 F 8 F 9 F
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Aktivnost 3 – Udžbenik, strana 59, zadaci 3 a, b, c. (Zadatak 3 d će se raditi u završnom delu časa.) Čitanje i dopunjavanje re čenica. Read and complete the sentences. 3 a – Nastavnik kaže – Complete the sentence without looking at the text. When you have finished, check the text to see if you were right. Work with your partner. Nastavnik obilazi, ne pomaže. Provera se radi uobi čajeno. Rečenice se pišu na tabli. Odgovori: 1 is (presented) 2 was (won) 3 will be (given) 4 has been (kidnapped)
3 b – Vodi se razgovor – Which tense is each verb? Učenici govore, nastavnik piše imena glagolskih oblika pored rečenica koje su napisane u prethodnom koraku: 1 The Golden Dolphin award is presented every year. (present simple) 2 Last year it was won by Professor Wise. (past simple) 3 This year it will be given to Doctor Sage. (future with will) 4 The real professor has been kidnapped. (present perfect)
3 c – Čitanje rečenica i formulisanje pravila. Read the sentences and complete the rules.
Instrukcija glasi – Read the sentences again and complete the rules. Work with your partner. Nastavnik prati šta učenici rade, ali se ne meša. U me đuvremenu napiše pravilo sa prazninom na tabli koju će učenici dopuniti tokom provere.
To change a tense in a passive verb we change
the verb to be
..
ZAVRŠNI DEO: Zadadtak 3 d u udžbeniku. Čitanje i prona čaženje dodatnih primera. Read and find more examples.
Nastavnik kaže - Go through the story again and find other examples of the passive voice. Underline them. Work with your partner. Nastavnik prati šta učenici rade, postavlja pitanja– How many examples have you found? What are they? Let me see. Kada završe, čitaju rečenice koje su pronašli naglas. Svaku re čenicu čita drugi učenik. Ukoliko se desi da se neka re čenica preskoči, nastavnik zaustavlja i pita – Are there any other examples of the passive voice before this one?
Odgovori: The award will be replaced ... The event will be watched ... Another van’s been parked ... The real Golden Dolphin has been replaced ... It hasn’t been stolen. Detectives Sweet Sue and Smart Alecwere arrested ...
Domaći zadatak: radna sveska, strana 46, zadaci 1, 2 i 3. ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Sledeći put ću drugačije uraditi / promeniti: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Opšta zapažanja: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ PREDMET: Engleski jezik
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ČAS
BROJ: 54 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 5, OUR ENVIRONMENT NASTAVNA JEDINICA: UNIT 5 B – Smart Alec’s plan TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - da komuniciraju o novim ekološkim problemima pravilno koriste ći oblike pasiva za sadašnjost, prošlost i budućnost VASPITNI CILJEVI Učenici: - razvijaju ekološke navike ZADACI Učenici će: - uvežbavati oblike pasiva za sadšnjost, prošlost i budu ćnost - razgovarati o novim ekološkim problemima - sastavljati kratak izveštaj / kratku vest o curenju nafte na obalama južne Amerike METODE I TEHNIKE RADA: kombinovano – dopunjavanje re čenica odgovarajućim oblikom ponu đenih reči, transformacija rečenica, slušanje i odgovaranje na pitanja, sastavljanje kratkog izveštaja / vesti OBLICI RADA: individualni, u paru, frontalni NASTAVNA SREDSTVA: udžbenik, radna sveska, CD KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Ekologija, Srpski jezik UVODNI DEO: Provera doma ćeg zadatka.
GLAVNI DEO: Aktivnost 1 – Udžbenik, strana 59, zadatak 4. Dopunjavanje rečenica odgovaraju ćim oblikom glagola. Put the verbs in brackets into the passive form in all four tenses.
Nastavnik kaže – Write the four passive sentences for each prompt. Work individually and compare your answers eith your partner. Nastavnik obilazi i pomaže sporijim učenicima. Provera se radi sa celim odeljenjem.
Odgovori: 1 The award is presented / was presented / has been presented / will be presented at the Globe Teatre. 2 The Golden Dolphin is taken / was taken / has been taken / will be taken to the theatre by the last year’s winner.
Aktivnost 2– Udžbenik, strana 59, zadatak 5. Transformacija rečenica. Change the sentences into the passive.
Sledi instrukcija – Read the sentences in exercise 5. Change them into the passive. Read the example. Work with your partner. Nastavnik obilazi i pomaže sporijim učenicima. Provera se radi uobi čajeno.
Rešenje: 1 The van was packed by Smart Alec. 2 The award will be stolen by some criminals. 3 This year the award has been won by Doctor Sage. 4 The professor’s beard was pulled by Smart Alec. 5 The criminals haven’t been arrested (by the police).
6 The show was seen by millions of people. 7 The award has been taken to the bank by Doctor Sage. 8 It will be kept in a safe (by the bank). 9 The award will be protected by the police next year.
Aktivnost 3– Udžbenik, strana 59, zadaci 6 a, b. Slušanje i odgovaranje na pitanja (višestruki izbor). Listen and choose the correct answer. (Slušanje broj 3. 6) 6 a – Nastavnik pozove učenike da opišu slike – Look at the pictures. What environmental problems do they show? (drought, forest fire, oil spill) . Nastavnik po potrebi objašnjava izraz oil spill - an amount of oil that has accidentally flowed out of its container . Nastavlja se uvod u priču – Read the questions. What do you think the story might be about? Nastavnik zapisuje ideje na tabli. Pušta se CD – Listen to the recording and choose the correct answers. Work individually and compare your answers with your partner.
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Nastavnik obilazi, ne pomaže. Provera se radi sa celim odeljenjem. Odgovori: 1 – c
2–b
3–b
6 b – Nastavnik kaže – Read the questions in exercise b. Listen to the story again and answer them. Work with your partner. Nastavnik obilazi, prati, ne meša se. Provera se radi uobi čajeno. Odgovori: 1 Near the coast of South America. 2 They were cleaned to remove the oil from their feathers. 3 The detergent also removed the natural oil so their feathers weren’t waterproof. 4 14 died, 38 were released, the others are being kept for a few more weeks until their feathers are waterproof again.
Aktivnost 4 – Udžbenik, strana 59, zadatak 7. Sastavljanje kratkog izveštaja / vesti. Write a news bulletin about the incident.
Instrukcija glasi – Write a news bulletin about the incident you have just heard about. Work with your partner. Po potrebi će se objasniti reč bulletin - a short news broadcast . Nastavnik daje dodatna objašnjenja - The heading of a news item is often in the present tense ( Oil pollution damages penguins) while the present perfect is often used in the main story (Over sixty penguins have been damaged as a result of oil pollution.). However if you want to say when something happened, you must not use the present perfect but the past simple (Thirty-eight of the penguins were released yesterday.). Učenici rade, nastavnik obilazi, prati, pokazuje zainteresovanost za njihov rad, podstiče i pomaže. Nekoliko parova će čiatati svoje vesti u završnom delu časa.
ZAVRŠNI DEO:
Učenici čitaju svoje vesti. Ostali slušaju, komentarišu, dodaju i eventualno ispravljaju pošto se vest pro čita u celini. (Ne prekidaju se.)
Domaći zadatak: radna sveska, strana 47, zadaci 4 i 5. ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Sledeći put ću drugačije uraditi / promeniti: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Opšta zapažanja: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
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PREDMET: Engleski jezik ČAS BROJ: 55 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 5, OUR ENVIRONMENT NASTAVNA JEDINICA: UNIT 5 C– Caring for the environment TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - da komuniciraju o zaštiti ugroženih vrsta životinja, konkretno medveda mladunaca VASPITNI CILJEVI Učenici: - razvijaju ekološke navike ZADACI Učenici će: - učiti i uvežbavati novi vokabular koji se odnosi na životinje, njihova staništa i osobine - razgovarati o problemima koji se odnose na zaštitu mladunaca medveda i ostalih ugroženih vrsta životinja METODE I TEHNIKE RADA: kombinovano – razgovor o slikama (opisivanje), čitanje / slušanje teksta i odgovaranje na pitanja (razumevanje suštine, ta čno / netačno, traženje detalja), diskusija, povezivanje re či i definicije OBLICI RADA: individualni, u paru, frontalni NASTAVNA SREDSTVA: udžbenik, radna sveska, CD KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Ekologija, Bilogija UVODNI DEO:
Provera domaćeg zadatka. Dogovor oko projekta. S obzirom da se ova nastavna jedinica radi samo jedan čas, učenici će imati priliku da urade istraživanje How green are you? kao jedan od mogu ćih projektnih zadataka. Pošto ispitaju najmanje petnaest vršnjaka iz svog okruženja, uradiće izveštaj kao PowerPoint prezentaciju gde će grafički prikazati i tumačiti rezultate istraživanja. Druga tema će biti pravljenje postera o nekom ekološkom problemu (uputstvo u udžbeniku, strana 67). Projekti bi trebalo da budu gotovi do časa broj 59 kada će se predstavljati.
GLAVNI DEO: Aktivnost 1 – Udžbenik, strana 60, zadaci 1 a, b, c. Opisivanje slika. Čitanje / slušanje teksta i odgovaranje na pitanja (razumevanje suštine, traženje detalja). Describe the pictures. Read and listen and answer the questions. (Slušanje broj 3. 8) 1 a – Nastavnik skreće učenicima pažnju na slike i kaže – Look at the pictures and describe them. What can you see in each?What is baby bear in picture 1 doing? (drinking milk) Who’s carrying baby bears in pictur 2? (a man) Why? Can you guess? (because the babibes are alone, their mother has probably died) And in picture 3? Are the bears happy? (yes). U nastavku, u čenici se fokusiraju na naslov – Read the title of the article. What do you think the text is about? (about baby bears whose mothers have been killed) What does orphan mean? (a child whose parents have died)
1 b – Instrukcija glasi – Read and listen to the text. What does the writer want? Nastavnik pušta CD, učenici slušaju i prate u udžbeniku. Na kraju kažu šta misle da je autor teksta hteo da kaže (He wants money for the bear orphanage.) 1 c – Daje se instrukcija – Read the tex again and find out who or what the names refer to. You are supposed to do this as quickly as possible. When you have finished, put up your hands. The first of you finished with correct answers is the winner. Nastavnik obilazi, ne pomaže. Provera se radi sa celim odeljenjem. Obavezno pohvaliti u čenika koji je uspeo najbtrže da pronađe tačne odgovore. Odgovori: Yuri – a young brown bear Valentin Pazhetnov – the professor who runs the bear orphanage Fred O’Regan – the writer of the letter The Russian Bear Orphanage – the place where they care for bears who have lost their mothers Bryansk – the location of the nature reserve where bears are sent to after the orphanage
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Aktivnost 2– Udžbenik, strana 60, zadatak 2. Čitanje i odgovaranje na pitanja (ta čno / netačno). Read the text again. Are the statements true or false or doesn’t it say?
Nastavnik kaže – Read the text again. Read the statements 1 – 8 in exercise 2. Are they true or false? Work individually and compare your answers with your partner. Nastavnik obilazi, ne pomaže. provera se radi uobičajeno.
Odgovori: 1 T 2 F 3 F 4 DS 5 DS 6 T 7 F 8 DS
Aktivnost 3– Udžbenik, strana 61, zadatak 3. Diskusija. Discuss the questions.
Učenici razgovaraju o pitanjima u paru – Read the questions in exercise 3. Discuss them with your partner. Nastavnik obilazi, sluša, učestvuje i sam – postavlja pitanja, dozvoljava učenicima da ga pitaju. Na kraju se vodi diskusija na nivou odeljenja. Na svako pitanje, odgovor daje drugi u čenik. Ostali slušaju, dopunjavaju, daju svoje mišljenje itd.
Aktivnost 4 – Udžbenik, strana 61, zadatak 4. Povezivanje reči i definicija. Match the words to the meanings. Nastavnik kaže – Find the definition of a cub (a baby bear). Match the remaining words to their definitions and compare your answers with your partner. Nastavnik obilazi, prati, pomaže sporijim učenicima. Provera se radi frontalno, u završnom delu časa. ZAVRŠNI DEO:
Provera zadatka 4.
Odgovori: 1 – f 2 – d 3 – l 4 – j 5 – c 6 – k 7 – e 8 – b 9 – h 10 – i 11 – a 12 – g
Domaći zadatak: radna sveska, strane 48 i 49, svi zadaci. ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Sledeći put ću drugačije uraditi / promeniti: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Opšta zapažanja: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
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PREDMET: Engleski jezik ČAS BROJ: 56 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 5 – OUR ENVIRONMENT NASTAVNA JEDINICA: UNIT 4 D – Kids (Rosy is worried) TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - da izražavaju zabrinutost VASPITNI CILJEVI Učenici: - razvijaju osećaj odgovornosti za sopstvene postupke i odluke ZADACI Učenici će: - učiti i uvežbavati izraze i re či koje se odnose na izražavanje zabrinutosti - predviđati i upoređivati kraj priče METODE I TEHNIKE RADA: kombinovani – slušanje / čitanje o odgovaranje na pitanja, predvi đanje, upoređivanje, diskusija OBLICI RADA: frontalni, individualni, u paru, grupni NASTAVNA SREDSTVA: udžbenik, radna sveska, CD KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Građansko vaspitanje UVODNI DEO:
Provera domaćeg zadatka.
GLAVNI DEO: Aktivnost 1 – Udžbenik, strana 62, zadaci 1 a, b. Čitanje / slušanje i odgovaranje na pitanja. Listen and read. Answer the questions. (Slušanje broj 3. 10) 1 a – Nastavnik podseća učenike na događanja iz prošle epizode – What happened in the last episode? (Rosy met Mr Ben who had seen her at Wimbledon.) Why did that worry her? (He’s the headmisress’s husband, so he might tell her.) Can you summerize the story of the last episode in your own words. Jedan učenik kaže sažetak pri če, ostali
slušaju, dopunjavaju, ispravljaju.
1 b – Nastavnik kaže – Read the questions in 1b. Read and listen to the story and answer the questions. Work with your partner. Učenici slušaju i prate tekst, odgovaraju na pitanja . Provera se radi sa celim odeljenjem. Odgovori: 1 Because the headmistress wants to see her. 2 She thinks that Mr Bent told the headmistress that Rosy went to Wimbledon instead of doing her work experience.
Aktivnost 2 – Udžbenik, strana 50, zadatak 2. Čitanje i odgovaranje na pitanja (ta čno / netačno). Read and answer the questions.
Instrukcija glasi – Read the text again and decide whether the statements are true, false or doesn’t say. Work with your partner. Nastavnik obilazi, sluša, ne meša se. Provera se radi uobi čajeno.
Odgovori: 1 DS 2 T 3 F 4 F 5 DS 6 T 7 DS 8 T
Aktivnost 3 – Udžbenik, strana 63, zadaci 3 a, b, c. Predviđanje kraja pri če i upore đivanje sa pravim. What do you think happens next? Listen and compare. (Slušanje broj 3. 11) 3 a – Nastavnik pita – What do you think Rosy will do? Will she tell about the others? Give your reasons. Učenici rade u grupama od po tri do četiri člana. Imaju dva minuta da smisle kraj pri če i obrazloženje. Nastavnik obilazi dok rade, pokazuje interesovanje, postavlja pitanja. Kada završe, iznose svoje ideje koje nastavnik zapisuje na tabli u vidu teza.
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3 b – Sluša se CD – Listen and check your ideas. Which group’s ideas were the closest to the story. 3 c – Jedan učenik pročita zadatak i pitanja. Nastavnik kaže – Try to answer the questions without listening to the story again. Work with your partner. Postupak nastavnika je uobi čajen , ne pomaže. Pošto prodiskutuju odgovore, slušaju tekst i upoređuju – Listen to the story again. Answer the questions. Nastavnik obilazi, sluša, ne pomaže. Provera se radi sa celim odeljenjem. Odgovori: 1 She is disappointed because Rosy doesn’t usually do things like this. 2 No, she didn’t. 3 She was going to tell her that she had been chosen to win the School Prize. 4 She is going to think about the prize again.
ZAVRŠNI DEO:
Diskusija – What would you do if you were Mrs Bent? Take a minute to think about this. Tell your partner about your choice. Učenici koji žele govore pred odeljenjem šta bi oni uradili da su na mestu Gospo đe Bent.
Domaći zadatak: radna sveska, strana 50, zadatak 1. ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Sledeći put ću drugačije uraditi / promeniti: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Opšta zapažanja: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
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PREDMET: Engleski jezik ČAS BROJ: 57 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 5 – OUR ENVIRONMENT NASTAVNA JEDINICA: UNIT 5 D – Kids (Rosy is worried) TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - da izražavaju zabrinutost VASPITNI CILJEVI Učenici: - razumeju dobre i loše strane straha i treme i imaju potrebu da pomognu i olakšaju drugu / drugarici ZADACI Učenici će: - učiti i uvežbavati svakodnevne izraze i re či kojima se izražava zabrinutost / trema METODE I TEHNIKE RADA: kombinovani – čitanje i pronalaženje traženih detalja, spajanje parova, dopunjavanje re čenica odgovaraju ćim rečima po smislu, sastavljanje dijaloga po modelu, gluma, razgovor, objašnjenje OBLICI RADA: frontalni, individualni, u paru NASTAVNA SREDSTVA: udžbenik, radna sveska, CD KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Građansko vaspitanje UVODNI DEO:
Provera domaćeg zadatka.
GLAVNI DEO: Aktivnost 1 – Udžbenik, strana 63, zadaci 4 a, b. Dopunjavanje rečenica. Prevođenje. Complete the expressions from the story.Translate the expressions in your language. 4 a – Jedan učenik pročita zadatak. Nastavnik uradi prvi primer (How do you feel?.) i kaže – Do other examples with your partner. Try to complete the expressions without looking back at the text. When you have finished, read the text and check your answers. Učenici rade, nastavnik obilazi, ali se ne meša. Provera se radi sa celim odeljenjem. Odgovori: 2 worry 3 be 4 ’m 5 stay 6 for 7 be 8 on 9 do 10 at
4 b – Nastavnik kaže – Go through the expressions again and decide on the best possible translation with your partner. Nastavnik obilazi, aluša, pita, pomaže po potrebi. Pošto završe, u čenici govore svoje predloge za prevod, nastavnik na tabli piše one koje u čenici izaberu kao najadekvatnije. Aktivnost 2 – Udžbenik, strana 63, zadaci 5 a, b, c. Čitanje i pronalaženje odgovaraju ćih izraza. Spajanje izraza i slika. Prevođenje. Find the expressions in the story to match the pictures. What are similar expressions in your language? 5 a– Instrukcija glasi – Look at the pictures and see if you can find the expressions in the Kids story to match the pictures. Work individually and compare your answers with your partner. Nastavnik prati šta učenici rade, ali se ne meša. Pošto uporede, radi se provera sa celim odeljenjem. Odgovori: 1 My legs feel like jelly. 2 I’ve got butterflies in my stomach. 3 I’m really nervous. 4 My hands are shaking. 5 I feel sick. 6 My heart’s pounding.
5 b – Nastavnik kaže – How do you express being worried in your own language? Let’s compare those expressions with the English expressions? Which of them are similar? Which are different? Mogući izrazi na srpskom jeziku: 1. Umirem od straha. 2. Tresu mi se noge / ruke. 3. Nervozan / a sam. 4. Ose ćam leptiriće u stomaku. 5. Isko č iće mi srce. 6. Sišlo mi je srce u pete.
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5 c – Nastavnik pita – What does Greg say to Rosy to make her feel better? (Don’t worry. It’ll be all right.) What other expressions do you know for reassuring people? (Stay cool. Just relax. It’s nothing. You’ll be fine. Everythong will be OK / all right.) Svi izrazi se pišu na tabli.
Aktivnost 3 – Udžbenik, strana 51, zadaci 6 a, b. Povezivanje parova i sastavljanje dijaloga. Match the situations to the problems. Make dialogues for the situations. 6 a - Instrukcija glasi – Match the situations 1 – 6 to the possible problems a - f. Work individually and compare your answers with your partner. Nastavnik prati šta učenici rade, ali se ne meša. Pošto uporede, radi se provera sa celim odeljenjem. Odgovori: 1- d 2 – b 3 – f 4 – c 5 –a 6 – e
6 b - Učenici sastavljaju svoj dijalog – Make up and practise your own dialogues for the situations. Use the expressions in 6 a. Učenici rade, nastavnik obilazi, pokazuje nteresovanje, podsti če i po potrebi pomaže. Nekoliko parova izvodi svoje dijaloge u završnom delu časa. ZAVRŠNI DEO: Učenici izvode svoje dijaloge. Domaći zadatak: radna sveska, strane 50 i 51, zadaci 2, 3, 4, 5 i 6.
ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Sledeći put ću drugačije uraditi / promeniti: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Opšta zapažanja: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
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PREDMET: Engleski jezik ČAS BROJ: 58 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 5 – OUR ENVIRONMENT NASTAVNA JEDINICA: UNIT 5 - English across the curriculum, Science: hurricanes TIP ČASA: sistematizacija OBRAZOVNI CILJEVI Učenici će moći: - da komuniciraju o posledicama jakih vetrova VASPITNI CILJEVI Učenici: - razvijaju intersovanje za prirodne pojave i uo čavaju uzročno posldične veze – globalno zagrevanje, vetrovi, elementarne nepogode / katastrofe ZADACI Učenici će - raditi na tekstu koji govori o vetrovima i njihovim posledicama - razgovarati o vetrovima i njihovim posledicama METODE I TEHNIKE RADA: kombinovani – čitanje i odgovaranje na pitanja / pronalaženje detalja, opisivanje slike, tumačenje slike OBLICI RADA: frontalni, individualni, u paru NASTAVNA SREDSTVA: udžbenik, CD KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Geografija UVODNI DEO:
Provera domaćeg zadatka.
GLAVNI DEO: Aktivnost 1 - Udžbenik, strana 65, zadatak 1. Uvod u tekst. Nastavnik kaže i pita – Look at the pictures. Describe them. What is happening? Why?Have you heard any news reports about them? Where do they happen?
Aktivnost 2 – Udžbenik strana 65, zadatak 2. Slušanje i odgovaranje na pitanja. Read and listen. Answer the questions. (Slušanje broj 3. 14)
Nastavnik kaže – Read the questions in exercise 2. Make sure you understand each one. If you don’t, ask someone to help you. Učenici kratko pro đu kroz pitanja. Read and listen to the text. Answer the questions. Work with your partner. Nastavnik obilazi, sluša, ne meša se. Provera se radi sa celim odeljenjem.
Odgovori: o
o o o
o o
A hurricane is a strom in the Atlantic Ocean, a typhoon (cyclon) is a storm un the Pacific and Indian Oceans. Late suumer. They are pulled by the rotation of the Earth. Winds over 220 km/h can damage buildings, trees, bridges and power lines; the wind cause floods near the coasts. The Caribbean Islands and the coasts of central and North America. There will be more hurricanes.
Aktivnost 3 – Udžbenik strana 65, zadatak 3. Spajanje parova. Match the numbers n the diagram to the labels.
Jedan učenik pročita instukciju. Nastavnik dodaje – Work with your partner. Učenici rade potpuno sami, bez pomoći nastavnika. Kada završe radi se provera sa celim odeljenjem.
Odgovori: a – 3 b – 1 c – 5 d – 2 e – 4
Nastavnik zatim kaže – Cover the text. Use the diagrams to explain how the hurricanes are formed. Učenici uvežbavaju tuma čenje dijagram u parovima. Nastavnik obilazi, sluša, pomaže.
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Aktivnost 4 – Sastavljanje kratkog teksta o vetrovima. Write a short paragraph ( 8 – 10 sentences) about the hurricanes.
Učenici pišu kratak sastav sami, individualno. Nastavnik prati, obilazi i pomaže. Nekoliko u čenika čita svoje sastave u završnom delu časa.
ZAVRŠNI DEO:
Učenici čitaju svoje sastave.
Domaći zadatak: Find out! Zadatak 4, udžbenik, strana 65. ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Sledeći put ću drugačije uraditi / promeniti: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Opšta zapažanja: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
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PREDMET: Engleski jezik ČAS BROJ: 59 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 5 – OUR ENVIRONMENT NASTAVNA JEDINICA: UNIT 5 - Revision TIP ČASA: sistematizacija OBRAZOVNI CILJEVI Učenici će moći: - primenjuju znanja i umenja stečena u okviru ove nastavne teme u novom, nepoznatom kontekstu VASPITNI CILJEVI Učenici: - uviđaju prednosti sistematičnog učenja u odnosu na kampanjski rad ZADACI Učenici će: - diskutovati o savetima vezanim za na čine učenja - ponoviti i uvežbavati present simple, past simple pasiv - uvežbavati vokabular koji se odnosi na životnu sredinu - ponoviti i uvežbavati izraze i reči kojima se izražava zabrinutost METODE I TEHNIKE RADA: kombinovani – prezentacija, diskusija, dopunjavanje re čenica / teksta odgovarajućim oblikom re či, transformacija rečenica, slušanje i uočavanje razlika u informacijama OBLICI RADA: frontalni, individualni, u paru NASTAVNA SREDSTVA: udžbenik KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Srpski jezik UVODNI DEO:
Učenici predstavljaju svoje projekte.
GLAVNI DEO: Aktivnost 1 – Udžbenik strana 66. Veštine učenja – diskusija. Study skills.
Nastavnik kaže – Read the information in the box. Discuss the advice with your partner. Pošto kratko prodiskutuju, nastavnik kaže – Tick the three things which are most important for you. Add one other idea. Stand up and walk around the class to find who has ticked the same three items. Kada se vrate na svoja mesta, nastavnik pita – What are your extra ideas? Are they helpful to everyone?
Aktivnost 2 - Udžbenik strana 66, zadatak 1. Dopunjavanje rečenica odgovaraju ćim oblikom reči. Pasiv - present simple. Put the verbs in brackets into the present simple passive.
Jedan učenik pročita zadatak naglas. Nastavnik dodaje – Work with your partner – obilazi i prati šta i koliko uenci znaju. Ne pomaže. Provera se radi uobi čajeno.
Odgovori: 1 are transported 2 is carried 3 are polluted 4 are killed 5 are taken 6 are caught 7 are thrown away 8 are trapped 9 are dumped 10 are built 11 is used 12 is produced 13 is pumped
Aktivnost 3 - Udžbenik strana 66, zadatak 2. Dopunjavanje rečenica odgovaraju ćim oblikom reči. Pasiv - past simple. Put the verbs in brackets into the past simple passive.
Postupak je potpuno isti kao u aktivnosti 2.
Odgovori: 1 was hit 2 was damaged 3 were killed 4 were destroyed 5 were blown down 6 was sent 7 was given 8 was used 9 were built
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Aktivnost 4 - Udžbenik strana 66, zadatak 3. Prebacivanje rečenica iz aktiva u pasiv. Rewrite the sentences in the passive.
Jedan učenik pročita instrukciju i primer. Nastavnik dodaje – Work individually and compare your answers with your partner. Postupak je dalje isti kao u prethodnoj aktivnosti.
Odgovori: 2 Electricity is wasted by computers on stand by. 3 Many cities will be destroyed by higher sea levels. 4 The golobal environment has been damaged by deforestation. 5 Forest fires have been caused by drought. 6 The city of New Orleans has been flooded by hurricane Katrina. 7 Many buildings were blown down by the strong winds.
Aktivnost 5 - Udžbenik strana 66, zadaci 5 a, b. (Zadatak 4 se ne radi zbog nedostatka vremena.) Slušanje i uočavanje razlika. Listen and underline the parts that are different. (Slušanje broj 3. 15) 5 a - Nastavnik prođe kroz dijalog zajedno sa u čenicima kako bi proverio da li ga razumeju, zatim pozove jednog učenika da pročita instrukciju naglas i kaže – Look at the text while listening to it and underline only the incorrect parts of the dialogue. Work individually and compare your answers with your partner. Nastavnik pušta CD, ovoga puta ne pravi pauze između rečenica, obilazi u čenike dok upre đuju svoje odgovore, ne pomaže. Provera se radi uobičajeno. Odgovori (navedeni izrazi su netač ni) a History test; I’m really nervous; I can’t remember anything; It’ll be OK; I hope you’re right
5 b – Sledi nova instrukcija – Listen to the recordin again and write the correct dialogue. Postupak je dalje isti kao u prethodnom koraku. Nastavnik će sada zaustavljati CD nakon svake re čenice kako bi u čenici imali vremena da zapišu tačnu verziju. Provera će se raditi frontalno u završnom delu časa. ZAVRŠNI DEO:
Povera zadatka 5 b.
Odgovori: an important match; My hands are shaking; we lose; Just stay cool; That’s easy for you to say
Domaći zadatak: radna sveska, strane 52 i 53, svi zadaci. ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Sledeći put ću drugačije uraditi / promeniti: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Opšta zapažanja: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
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PREDMET: Engleski jezik ČAS BROJ: 60 ODELJENJE: DATUM: NASTAVNA TEMA: THE SECOND WRITTEN TEST NASTAVNA JEDINICA: Preparation for the second written test TIP ČASA: sistematizacija OBRAZOVNI CILJEVI Učenici će moći: - da sistematizuju i primene ste čena znanja u nepoznatom kontekstu VASPITNI CILJEVI Učenici: - razvijaju pozitivan odnos prema u čenju (kroz aktivnosti samoprocenjivanja i samoocenjivanja) - razvijaju svest o sebi i svojim postignu ćima i očekivanjima na realnim osnovama – ovo želim da znam, a ovo znam, ono što ne znam mogu da znam ako potražim pomo ć ZADACI Učenici će: - uvežbavati vokabular i jezi čke strukture koje su se radile u okviru poslednje nastavne teme METODE I TEHNIKE RADA: kombinovani – OBLICI RADA: NASTAVNA SREDSTVA: KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: povezano je sa svim do sada spomenutim predmetima i temama u okviru poslednje nastavne teme UVODNI DEO:
Provera domaćeg zadatka.
GLAVNI DEO: S obzirom da su test i priprema za test individualna stvar nastavnika, ovde je ostavljeno da svaki nastavnik za sebe uradi ovu pripremu. Potrebno je dopuniti metode i tehnike rada, oblike rada i nastavna sredstva. OVDE UNESITE ZADATKE KOJE ĆETE VEŽBATI .
ZAVRŠNI DEO:
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ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Sledeći put ću drugačije uraditi / promeniti: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Opšta zapažanja: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
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PREDMET: Engleski jezik ČAS BROJ: 61 ODELJENJE: DATUM: NASTAVNA TEMA: THE SECOND WRITTEN TEST NASTAVNA JEDINICA: The second written test TIP ČASA: provera znanja OBRAZOVNI CILJEVI Učenici će moći: - da primene ste čena znanja i veštine iz oblasti (OVDE NAVESTI KOJE OBLASTI SE PROVERAVAJU) VASPITNI CILJEVI Učenici: - razvijaju pozitivan odnos prema proveri znanja i veština-provera je prilika da utvrdimo šta znamo da uradimo ZADACI Učenici će: - raditi zadatke koji pokrivaju (OVDE NAVESTI OBLASTI KOJE SE POKRIVAJU) METODE I TEHNIKE RADA: pismeno izlaganje OBLICI RADA: individualni NASTAVNA SREDSTVA: vežbanka i list sa zadacima KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: povezano je sa predmetima i temama koje su spomenute u okviru poslednje nastavne teme UVODNI DEO: Nastavnik deli zadatke i daje dodatna objašnjenja i uputstva.
GLAVNI DEO: Učenici rade pismeni zadatak.
Sadržaj pismenog zadatka: OVDE UNESITE ZADATKE.
ZAVRŠNI DEO: Učenici završavaju pismeni zadatak. Nastavnik skuplja sveske.
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ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Sledeći put ću drugačije uraditi / promeniti: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Opšta zapažanja: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
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PREDMET: Engleski jezik ČAS BROJ: 62 ODELJENJE: DATUM: NASTAVNA TEMA: THE SECOND WRITTEN TEST NASTAVNA JEDINICA: The correction of the second written test TIP ČASA: sistematizacija OBRAZOVNI CILJEVI Učenici će moći: - da uoče i samostalno ili uz pomo ć nastavnika / drugog u čenika isprave greške VASPITNI CILJEVI Učenici: - razvijaju pozitivan odnos prema radu, greške doživljavaju kao svoje prijatelje ZADACI Učenici će: - uočavati, analizirati i ispravljati greške METODE I TEHNIKE RADA: kombinovani - pismeno izlaganje, objašnjenje OBLICI RADA: individualni, frontalni NASTAVNA SREDSTVA: vežbanka i list sa zadacima KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: povezano je sa predmetima i temama spomenutim u okviru poslednje dve nastavne teme UVODNI DEO: Nastavnik deli pismene zadatke i uopšteno kmentariše rezultate.
GLAVNI DEO:
Analiza najčešćih grešaka. Nastavnik iznosi naj češće greške, prvo pita u čenike da ih isprave i objasne, ukoliko ne mogu, to čini sam.
OVDE UNETI NAJČEŠĆE GREŠKE.
Učenici rade ispravak pismenog zadatka.
OVDE UNETI NAČIN NA KOJI ĆE SE ISPRAVAK PISMENOG ZADATKA RADITI. AKO SE ODLUČITE ZA GRUPNI RAD (koji je preporu čljiv i efikasan), DODAJTE ’grupno’ KOD OBLIKA RADA.
ZAVRŠNI DEO: Razgovor sa učenicima o njihovim utiscima vezanim za zadatke i uspeh.
ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Sledeći put ću drugačije uraditi / promeniti: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Opšta zapažanja: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
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PREDMET: Engleski jezik ČAS BROJ: 63 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 6, RELATIONSHIPS NASTAVNA JEDINICA: UNIT 6 A – Friends TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - da čitaju i razumeju duži tekst, razgovaraju o temi i ideji VASPITNI CILJEVI Učenici: - uče kako da prepoznaju i odaberu prave osobe za svoje prijatelje – prijatelj se u nevolji poznaje – A friend in need is a friend indeed.
ZADACI Učenici će: - čitati basnu i raditi zadatke provere razumevanja - razgovarati o tekstu - uočavati frazalne glagole i definisati njihova zna čenja METODE I TEHNIKE RADA: kombinovano – čitanje i slaganje slika po logi čnom redosledu, usmeno, kooperativno prepri čavanje priče, predviđanje kraja, slušanje / čitanje i pronalaženje detalja, definisanje zna čenja reči iz konteksta, objašnjenje, razgovor OBLICI RADA: individualni, u paru, frontalni NASTAVNA SREDSTVA: udžbenik, CD KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Srpski jezik, Građansko vaspitanje UVODNI DEO:
Uvod u temu. Nastavnik zapo činje razgovor – What does ’friendship’ mean? (a relationship between friends) What is real friendship? (when friends understand each other / tolerate each other / help each other ...)
GLAVNI DEO: Aktivnost 1 – Udžbenik, strana 68, zadaci 1 a, b. Čitanje / slušanje pri če, slaganje slika po logičnom redosledu. Predviđanje kraja priče. Read the story and number the pictures in the correct order. What did the lion say in the end? (Slušanje broj 3. 17) 1 a – Nastavnik kaže – Look at the pictures. What animals can you see? (a monkey, an antilope, a lion) What is the story about? (about friendship) Read the story silently and put the pictures in the correct order. Work individually and compare your answers eith your partner. Nastavnik obilazi i prati da li učenici čitaju, ne meša se. Provera se radi sa
celim odeljenjem. Odgovori: 1–b 2–d 3–c 4–a
1 b – Instrukcija glasi – Write down what you think the lion said. Listen and check your ideas. Učenici slušaju CD i upoređuju svoje ideje. Odgovor je – You should choose your friends more carefully. U nastavku se vodi razgovor What is the moral of the story? (You should choose your friends more carefully.) Who says it? (The lion) Who does he say it to? (The antilope) Why wasn’t the monkey a good friend? (Because he left the antilope in danger after the antilope had helped him.)
Rad na vokabularu – nastavnik proverava da li u čenici znaju značenja sledećih reči i po potrebi daje objašnjenje:
*shade – a dark and cool space behind or under something where sun light doesn’t get to it We sat down in the shade of the wall. ( Uporediti sa shadow i skrenuti pažnju na razliku u zna č enju – shadow = a dark shape that sth or sb makes on a surface) *bend – bent – bent – to lean in a particular direction (nastavnik može da pokaže ovaj glagol – savije se) He bent and kissed her. *sniff – to breathe air in through the nose in order to feel or enjoy the smell of something The dog sniffed the cat’s ear.
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Aktivnost 2 – Udžbenik, strana 68, zadatak 2. Usmeno, kooperativno prepri čavanje priče. Take two pictures and retell the story.
Nastavnik poziva učenike da prepri čaju tekst – Cover the story with a piece of paper so that the pictures remain visible. Work with your partner. Take two pictures each and retell the story to each other. Use the pictures as prompts. Nastavnik obilazi, sluša, po potrebi pomaže. Jedan par će na kraju prepri čati priču celom odeljenju.
Aktivnost 3 – Udžbenik, strana 69, zadaci 3 a, b,c. Slušanje / čitanje i pronalaženje detalja. Listen and say stop when you hear a phrasal verb. (Nasatavnik čita tekst naglas.) 3 a – Nastavnik daje objašnjenje – Phrasal verbs consist of a verb and particle sit + down (napiše ovo na tabli). Look at this example – I sit down. (napiše i ovo na tabli) Which tense is this? (present simple) Give me the other tenses. Past simple for example. (I sat down.) Present perfect? (I have sat down.) Future simple? (I will sit down.) – svi primeri se pišu na tabli jedan ispod drugog. U nastavku, nastavnik pita – Which part of the phrasal verb changes? (verb) 3 b – Nastavnik čita tekst naglas – I am going to read the text out loud for you now. Listen and shout stop at each phrasal verb. Kada učenici kažu stop, nastavnik ih pozove da kažu koji su frazalni glagol čuli – Which phrasal verb have you heard? - piše ga na tabli: walk along wear (sb) out climb on(to) look after (sb) walk on come to jump down sit down eat (sth) up
leave (sb) alone find out get on hurry up catch up with think of give up run out of jump up
run away lie down look up walk up to bend down walk away come down stand up
3 c – Učenici otkrivaju zna čenja frazalnih glagola iz konteksta. Radi se frontalno. Nastavnik pomaže. What do these phrasal verbs mean? Look back at the text and try to work out their meanings. Definicije znač enja frazalnih glagola koji bi uč enicima mogli da budu teški: wear (sb) out – to make sb feel tired (The kids have totally worn me out.) catch up with – to reach sb who is ahead by going faster (Go on. I’ll catch up with you.) run out of – to use up (The car ran out of fuel.)
ZAVRŠNI DEO:
Kratak osvrt na temu – A good friend is ... nastavnik izgovori ovaj po četak i pozove nekoliko u čenika da dovrše rečenicu – Complete the sentence with what you think a good friend should be like. Nekoliko učenika kaže svoje ideje, ostali slušaju, komentarišu, dodaju, menjaju.
Domači zadatak: radna sveska, strana 54, zadaci 1, 2 i 3.
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ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Sledeći put ću drugačije uraditi / promeniti: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Opšta zapažanja: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
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PREDMET: Engleski jezik ČAS BROJ: 64 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 6, RELATIONSHIPS NASTAVNA JEDINICA: UNIT 6 A – Friends TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - da daju savete koriste ći prvi kondicional VASPITNI CILJEVI Učenici: - razvijaju potrebu da upozore ljude na mogu će opasnosti i daju savete ZADACI Učenici će: - učiti i ivežbavati prvi kondicional - učiti i uvežbavati davaje saveta upotrebom prvog kondicionala METODE I TEHNIKE RADA: kombinovano – razgovor, objašnjenje, dopunjavanje re čenica po sećanju, dopunjavanje re čenica odgovaraju ćim oblikom reči koje su ponuđene, čitanje i pronalaženje traženih informacija, opisivanje slika, slušanje i spajanje slike i re čenice, sastavljanje rečenica po modelu na osnovu slika OBLICI RADA: individualni, u paru, frontalni NASTAVNA SREDSTVA: udžbenik, CD, radna sveska KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Građansko vaspitanje, Srpski jezik UVODNI DEO:
Provera domaćeg zadatka. Dogovor oko projekta. Teme su: 1. Volunteering (polazna osnova je tekst na strani 76) – smernice – Think of the activites you would like to do as
a volunteer. Make your plan of actions, people involved, time, materials needed, venue ... 2. Make a class problem page (uputstvo na strani 79 – Write your projoject) Projekti će se predstavljati na času broj 69.
GLAVNI DEO: Aktivnost 1 – Udžbenik, strana 69, zadaci 4 a, b, c. Dopunjavanje rečenica po sećanju. Prvi kondicional – gra đenje. Complete the sentences. First conditional. 4 a - Read and complete the sentences in 4a without looking back at the text. Work with your partner. Nastavnik obilazi, ne meša se. Kada svi završe, nastavnik kaže – Look back at the text and check. Na kraju se radi provera sa celim odeljenjem. Jedan u čenik piše rečenice na tabli: If that lion cathes us, he’ll eat us. if main clause clause
4 b – Nastavnik pita – What do we call this sentence form? (Conditional sentence) What tense do we use in each Present simple in the if clause, will + infinitive (future form) in the main clause.) Na tabli zatim napiše: clause? ( if clause present simple main clause will + infinitive →
→
4 c – Učenici pronalaze druge primere kondicionala u tekstu – Read the text again and find more first conditionals in the story. Write them down into your exercise books. Work with your partner. Nastavnik obilazi, podstiče, ne pomaže. Provera se radi sa celim odeljenjem. Odgovori: 1 If you climb on my back, I’ll carry you. 2 If I need anything, you’ll look after me. 3 If he isn’t hungry, he’ll leave us alone.
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4 I won’t be able to run very fast if you’re on my back. 5 He won’t get us if we climb this tree.
Aktivnost 2 – Udžbenik, strana 69, zadatak 5. Dovršavanje rečenica odgovaraju ćm oblikom reči koje su date. Complete the sentences. Put the verbs in brackets in the correct tense.
Jedan učenik pročita zadatak i primer. Nastavnik kaže – Complete the sentneces on your own. Compae your answers in pairs. Nastavnik obilazi, prati, po potrebi pomaže. Na kraju se radi provera sa celim odeljenjem.
Odgovori: 2 don’t move / ’ll think 3 is / ’ll eat 4 stays / won’t be able to 5 attacks / won’t help 6 doesn’t eat / ’ll tell 7 feels / won’t help 8 need / won’t ask
Aktivnost 3 – Udžbenik, strana 69, zadaci 6 a, b. Opisivanje slika. Slušanje i spajanje slike i re čenice. Describe the pictures. Listen and choose the correct picture. (Slušanje broj 3. 18) 6 a – Nastavnik pozove učenike da opisšu slike – What is happening in these pictures? Svaku sliku opisuje drugi učenik. 6 b – Učenici slušaju i povezuju slike sa opisom / re čenicom – Write numbers 1 – 6 one below another. Listen and choose the correct picture for each number. Work individually. Compare your answers with your partner. Nastavnik obilazi dok učenici upoređuju, prati, ne interveniše. Odgovori: 1–e 2–b 3–d 4–f 5–a 6–c
ZAVRŠNI DEO: Udžbenik, strana 69, zadatak 7 – Sastavljanje re čenica po modelu na osnovu slika. Use the špictures to give people advice.
Instrukcija glasi – Look at the pictures in exercise 6. Give each other advice using first conditionals. Učenici rade, nastavnik obilazi, prati, u čestvuje, sluša, ispravlja i po potrebi pomaže. Na kraju će nekoliko parova govoriti svoje savete pred odeljenjem.
Odgovori: a If you leave your bag on the stairs, you’ll trip over it. b If you don’t study, you’ll fail your test. c If you go to bed late, you’ll be tired in the morning. d If you don’t eat your breakfast, you’ll be hungry. e If you don’t look after your mobile, someone will steal it. f If you leave your computer on stabdby, you’ll use more energy.
Domaći zadatak: radna sveska, strana 55, zadaci 4, 5 i 6.
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ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Sledeći put ću drugačije uraditi / promeniti: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Opšta zapažanja: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
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PREDMET: Engleski jezik ČAS BROJ: 65 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 6, RELATIONSHIPS NASTAVNA JEDINICA: UNIT 6 B – We need a holiday TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - da komuniciraju o planiranju aktivnosti VASPITNI CILJEVI Učenici: - razvijaju navike blagovremenog planiranja svojih aktivnosti ZADACI Učenici će: - učiti i uvežbavati nove izraze i re či koje se odnose na putovanja i planiranje raspusta - učiti i uvežbavati vremenske re čenice – formu i zna čenje METODE I TEHNIKE RADA: kombinovano – čitanje i odgovaranje na pitanja, dopunjavanje re čenica na osnovu teksta, sastavljanje rečenica od datih elemenata, slušanje i povezivanje slike i re či, sastavljanje rečenica po modelu, dovršavanje zapo četih rečenica, razgovor, objašnjenje OBLICI RADA: individualni, u paru, frontalni NASTAVNA SREDSTVA: udžbenik, radna sveska, CD KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Srpski jezik UVODNI DEO: Provera doma ćeg zadatka.
GLAVNI DEO: Aktivnost 1 – Udžbenik, strana 70, zadatak 1. Slušanje / čitanje o dgovaranje na pitanja. Read and listen. Answer the questions. (Slušanje broj 3. 19)
Nastavnik kaže – Look at the pictures. What do you think the story is about? nekoliko učenika kaže šta misli. Sledi nova instrukcija – Read the questions in exercise 1. Read and listen to the story and answer them. Share your ideas with your partner. Pušta se CD. Nastavnik samo kratko obi đe učenike, ne pomaže. Provera se radi sa celim odeljenjem.
Odgovori: 1 They go to Las Vegas. 2 A Detectives’ Convention
Aktivnost 2 – Udžbenik, strana 71, zadaci 3 a, b, c. (Zadatak 2 se ne radi) Čitanje i dopunjavanje re čenica. Read and complete the sentences. 3 a – Nastavnik kaže – Complete the sentence without looking at the text. When you have finished, check the text to see if you were right. Work with your partner. Nastavnik obilazi, ne pomaže. Provera se radi uobi čajeno. Rečenice se pišu na tabli. Odgovori: 1 finish / ’ll go 2 ’ll finish / leave 3 check in / ’ll have 4 ’ll go / do 5 ’ll have / get back
3 b – Instrukcija glasi – Underline the time clause in the sentnces. Work with your partner. Postupak je dalje isti kao u prethodnom koraku. Odgovori: 1 As soon as I finsh ... 2 ... before we leave. 3 After we check in ...
4 ... while you do that. 5 ... when I get back.
3 c – Vodi se razgovor – What tenses do we use in time clauses? What tense do we use in the time clause? (present simple) What tense do we use in the main clause? (will + infinitive) Nastavnik na tabli napiše:
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time clause main clause
present simple will + infinitive
→ →
Aktivnost 3 – Udžbenik, strana 71, zadatak 4. Sastavljanje rečenica od datih re či. Make sentences. Use the cues.
Nastavnik kaže – Read the instruction and the example in exercise 4. Let’s make sentence 2 together – uradi i drugi primer zajedno sa u čenicima (Before I go out, I’ll do my homework.) Make other sentences on your own. Compare your answers with your partner. Nastavnik obilazi, prati, po potrebi pomaže sporijim u čenicima. Provera se radi sa celim odeljenjem.
Odgovori: 3 We’ll go to the cinema after school finishes. 4 I’ll get up when the alarm rings. 5 As soon as we get home, we’ll have a meal. 6 I’ll watch the football match while I do my homework.
7 When I leave school, I’ll go to university. 8 As soon as it stops raining, we’ll play tennis. 9 We won’t think about school while we are on holiday. 10 Before it gets dark, I’ll go jogging.
Aktivnost 4 – Udžbenik, strana 71, zadaci 5 a, b, c. Opisivanje slika. Slušanje i spajanje. Sastavljanje rečenica po modelu. Describe the pictures. Listen and match the names to the pictures / pictures to the words. Make sentences. (Slušanje broj 3. 20) 5 a – Nastavnik pozove učenike da opisšu slike – What can you see in these pictures? Svaku sliku opisuje drugi učenik. Učenici slušaju i povezuju slike sa imenima. Listen and match the pictures to the names. Work individually. Compare your answers with your partner. Nastavnik obilazi dok učenici upoređuju, prati, ne interveniše. Odgovori: John – hamburger Susan – Friends Mick – photos Pippa – mobile phone Maisie – post office Bob – tickets
5 b – Nastavnik pušta CD ponovo – Listen to the recording once again. Match the pictures to the words in columns 3 and 4. Work individually. Compare your answers with your partner. Postupak je dalje isti kako u 5 a. Odgovori: John – after, play tennis Susan – when, finish work Mick – before, go on holiday Pippa as soon as, arrive Maisie – while, have a piano lesson Bob – after, go to the dentist’s
5 c – Make sentences about what each person will do and when. Read the exmple. Use the pictures and the cues. Work with your partner. Nastavnik obilazi, prati, samo po potrebi pomaže. Provera se radi sa celim odeljenjem. Odgovori: 1 Susan will meet us at the square when she finishes work. 2 Mick will send the photos before they go on holidays. 3 Pippa will t ext as soon as she arrives. 4 Maisie will go to the post office while Kate has her piano lesson. 5 Bob will collect the cinema tickets after he goes to the dentist’s.
ZAVRŠNI DEO:
Radi se zadatak 6. Read the beginnings in exercise 6. Complete the sentences about yourselves. Work individually and compare your answers with your partner. Nastavnik obilazi i pomaže sporijim u čenicima. Nekoliko učenika pročita svoje rečenice na kraju.
Domaći zadatak: radna sveska, strana 56 i 57, svi zadaci.
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ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Sledeći put ću drugačije uraditi / promeniti: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Opšta zapažanja: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
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PREDMET: Engleski jezik ČAS BROJ: 66 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 6, RELATIONSHIPS NASTAVNA JEDINICA: UNIT 6 C – Generation gap TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - da komuniciraju o problemima tinejdžera (sukob generacija) VASPITNI CILJEVI Učenici: - razvijaju naviku zajedni čkog rešavanja problema nenasilnim putem ZADACI Učenici će: - učiti i uvežbavati vokabular koji se odnosi na temu - učiti i uvežbavati tvorbu apstraktnih imenica - vežbati subveštinu čitanja i razumevanja konteksta / dopunjavanje po smislu / izdvajanje traženih detalja - razgovarati o sukobu generacija METODE I TEHNIKE RADA: kombinovano – predviđanje, čitanje i odgovaranje na pitanja / dopunjavanje teksta ponuđenim izrazima / izdvajanje detalja, slušanje i čitanje, popunjavanje tabele odgovaraju ćim oblikom re či, dopunjavanje re čenica po smislu OBLICI RADA: individualni, u paru, frontalni NASTAVNA SREDSTVA: udžbenik, radna sveska, CD KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Srpski jezik, Gra đansko vaspitanje UVODNI DEO: Provera doma ćeg zadatka. *Napomena: pošto je za ovu nastavnu jedinicu predvi đen samo jedan čas, neće se raditi zadaci 2 b, 3, 5 a, b i 6 a, b.
GLAVNI DEO: Aktivnost 1 – Udžbenik, strana 72, zadaci 1 a, b, c, d. Predviđanje. Čiatnje i odgovaranje na pitanja / dopunjavanje teksta ponuđenim izrazima po smislu. Slušanje i proveravanje. What do you expect to see in the text? Raead and answer the questions / fill in the gaps. Listen and check. (Slušanje broj 3. 22) 1 a – Nastavnik započinje razgovor – Look at the photos. What problems problems do you think these these teenagers have got? (love, ambitions, disagreement with parents ...) What problems do teenagers actually have? Have you ever had any of those?
1 b – Read the questions in 1 b. What What might be the answers? answers? Predict. Talk to ypur partner. Nastavnik sluša, učestvuje u razgovoru, pita – Why do you think that? Give your reasons. Pošto završe, čitaju tekst i odgovaraju na pitanja – Read the text and answer the questions. Odgovori: 1 Teenagers’ problems – telling their parents about their fi st date, leaving school for a music career, parents don’t seem interested in teenagers, teenagers, always arguing with parents. parents. 2 A journalist called Katrina.
1 c – Jedan učenik pročita zadatak. Nastavnik zatim kaže – Let’s read the sentences out out loud – pozove nekoliko učenika da pro čitaju rečenice naglas (svaku čita drugi u čenik). Sledi nova instrukcija – Read the text and insert the missing sentences into each gap. Write the letters only. Don’t try to write the whole sentence. Work individually and compare your answers with your partner. Nastavnik obilazi, ne pomaže. your mistakes. Na kraju se radi provera sa celim 1 d – Pošto završe, slušaju i proveravaju – Listen and check. Correct your odeljenjem. Odgovori: 1h 2d 3g 4e 5a 6f 7c 8b
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Aktivnost 2 – Udžbenik, strana 73, zadatak 2 a. Čitanje i dopunjavanje re čenica odgovaraju ćim imenima. Read and complete the sentences with the correct names.
Jedan učenik pročita zadatak. Nastavnik kaže – Work on your own now and compare your answers with your partner. Obilazi ih dok rade, ne meša se. Provera se radi sa celim odeljenjem.
Odgovori: 1 Fred 2 Gemma 3 Katrina 4 Jason 5 Gemma 6 Megan 7 Fred 8 Megan 9 Katrina 10 Jason
Aktivnost 3 – Udžbenik, strana 73, zadaci 4 a, b. Čitanje i dopunjavanje tabele. Dopunjavanje re čenica po smislu. Complete the chart with the missing words. Complete the sentences with the words from the chart. 4 a – Nastavnik prođe kroz ponuđene reči u tabeli i proveri da li ih u čenici razumeju – What does adjustment mean? (getting used to new conditions or situations by changing the way we think or behave) What does argument mean? (a converstion or discussion in which people disgree, often angrily)
*Nastavnik ovde može da da i drugo zna čenje reči argument koje ima sasvim drugo zna čenje u odnosu na dato – a reason or set of reasons that somebody uses to show t hat something is true or correct – There are strong arguments for accepting his offer.
Učenici popunjavaju tabelu – Complete the chart now. Find the missing words in the text. Work with your partner. Nastavnik u međuvremenu crta tabelu na tabli kao propremu za proveru. Postupak je dalje isti kao u aktivnosti 2.
Izgled tabele nakon provere: Verb
Noun to have an argument to have a duscussion to make an adjustment to make a decision to find a solution to make a choice to reach an agreement to have a disagreement
to argue to discuss to adjust to decide to solve to choose to agree to disagree
4 b – Učenici dopunjavaju re čenice odgovaraju ćim rečima iz tabele – Complete the sentences in b with the words from the chart. In some cases more than one choice is possible. Work individually and compare your answers with your partner. Nastavnik obilazi, prati, ne interveniše. Provera se radi u završnom delu časa.
ZAVRŠNI DEO:
Provera zadatka 4 b. Radi se frontalno.
Odgovori: 1 argue, disagree, discuss, agreement 2 solve, argument 3 choose / decide, choices / decisions 4 adjustment, adjust 5 decide, argument 6 choose, choice
Domaći zadatak: radna sveska, strane 58 i 59, svi zadaci.
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ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: ___________________________________ ______________________________________________________ _____________________________________ ___________________________________ _______________________ ______ ___________________________________ ______________________________________________________ _____________________________________ ___________________________________ _______________________ ______ ___________________________________ ______________________________________________________ _____________________________________ ___________________________________ _______________________ ______ Sledeći put ću drugačije uraditi / promeniti: ___________________________________ ______________________________________________________ ______________________________________ ____________________________________ ______________________ _____ ___________________________________ ______________________________________________________ ______________________________________ ____________________________________ ______________________ _____ ___________________________________ ______________________________________________________ ______________________________________ ____________________________________ ______________________ _____ Opšta zapažanja: ___________________________________ ______________________________________________________ ______________________________________ ____________________________________ ______________________ _____ ___________________________________ ______________________________________________________ ______________________________________ ____________________________________ ______________________ _____ ___________________________________ ______________________________________________________ ______________________________________ ____________________________________ ______________________ _____
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PREDMET: Engleski jezik ČAS BROJ: 67 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 6, RELATIONSHIPS NASTAVNA JEDINICA: Second conditional TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - da komuniciraju o hipoteti čkim stvarima VASPITNI CILJEVI Učenici: - razumeju da je važno uskladiti svoje želje sa mogu ćnostima ZADACI Učenici će: - ponoviti prvi kondicional - učiti i uvežbavati drugi kondicional METODE I TEHNIKE RADA: kombinovano – razgovor, objašnjenje, parafraziranje rečenica, dopunjavanje rečenica odgovaraju ćim oblikom reči OBLICI RADA: individualni, u paru, frontalni NASTAVNA SREDSTVA: / KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Srpski jezik UVODNI DEO:
Provera domaćeg zadatka.
GLAVNI DEO: Aktivnost 1 – Prvi kondicional – ponavljanje. First conditional – revision.
Nastavnik izgovara i na tabli napiše sledeće rečenice: (učenici ne pišu, slušaju i odgovaraju na pitanja)
1 We’ll go to the beach if it’s hot. 2 If he comes to the party, I’ll tell him about it. 3 If you don’t study, you won’t pass your exam.
Vodi se razgovor – What do we call these sentnece forms? (first conditionals) Do they show something that is possible to happen? (yes) Which tense is used in the if clause? (present simple) Which verb form is used in the main clause? (will + infinitive)
Aktivnost 2 - Drugi kondicional – obrada i uvežbavanje. Second conditional – presentation & practice Step 1 - Nastavnik izgovori i na tabli napiše sledeću rečenicu: fI I had a lot of money, I would buy a large house.
Step 2 - Vodi se razgovor sa akcentom na formi. We call this a second conditional. What tense do we use in each past simple in the if clause and would + infinitive in the main clause.) Na tabli zatim napiše, odmah ispod clause? ( gore navedene re čenice: if clause past simple main clause would + infinitive →
→
Step 3 - Učenici uvežbavaju formu drugog kondicionala . Instrukcija glasi – Put the verbs in brackets into the correct tense. Rečenice se pišu na tabli, u čenici ih prvo prepišu i rešavaju nakon toga – Copy the sentences into your exercise books. Complete them with your partner. 1 If Bill ____ (know) the facts, he ____ (tell) us what to do. (knew, would tell) ) * Ovde objasniti da može i was, i were. 2 If I ____ (be) rich, I ____ (travel )around the world. (was / were, would travel 3 If I ____ (have) a spare ticket, I ____ (give) one to you. (had, would give)
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Nastavnik obilazi, prati, po potrebi pomaže. Provera se radi sa celim odeljenjem. Rešenja su data u zagradama pored rečenica.
Step 4 - Vodi se razgovor sa akcentom na značenju. Nastavnik pozove u čenike da pročitaju rečenicu 1 i pita – Does Bill konow the facts? (No) Can he tell them what to do? (No) – na tabli zatim napiše: 1 a Bill doesn’t know the facts. He can’t tell us what to do.
U nastavku, učenici parafraziraju drugu re čenicu – Is the speaker rich? (No) Can he travel around the world? (No) Complete this sentence now:
2 a I _____ rich. I _____ around the world. (’m not, can’t travel)
Treću rečenicu će učenici pokušati da urade sami – Transform sentence 3 now – frontalno.
Odgovor: 3 a I don’t have a spare ticket. I can’t give one to you.
Step 5 - Učenici uvežbavaju drugi kondicional (forma + zna čenje). Write type 2 conditionals to match these situations. Work with your partner. Nastavnik obilazi i pomaže sporijim učenicima, daje dodatna objašnjenja. Provera se radi u završnom delu časa. 1 She works too much. She doesn’t feel well. 2 They don’t understand the problem. They won’t find a solution. 3 He sits around too much. He isn’t fit. 4 I’m not a millionaire. I won’t buy you a palace.
ZAVRŠNI DEO:
Provera zadatka iz koraka 5. Radi se frontalno. Nastavnik će dati dodatna objašnjenja. U slu čaju da učenici nikako drugačije ne mogu da razumeju drugi kondicional, nastavnik će ih pozvati da ih prevedu na maternji jezik.
Odgovori: 1 If she didn’t work too much, she would feel well. 2 If they understood the problem, they would find a solution. 3 If he didn’t sit around too much, he would be fit. 4 If I were a millionaire, I would buy you a palace.
Domaći zadatak: write a paragraph about what you would do if you won the lottery (80 – 100 words) ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Sledeći put ću drugačije uraditi / promeniti: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Opšta zapažanja: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
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PREDMET: Engleski jezik ČAS BROJ: 68 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 6, RELATIONSHIPS NASTAVNA JEDINICA: UNIT 6 D – Decision time TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - da izraze svoje namere / razloge koriste ći kraće jezičke strukture– I went to the fridge to get a drink. VASPITNI CILJEVI Učenici: - razvijaju drugarske navike – pamtimo i uzvra ćamo ljubav, pažnju, pomo ć, ne ostavljamo svoje prijatelje na cedilu ZADACI Učenici će: - učiti i uvežbavati izraze koji se koriste u svakodnevnom govoru - učiti i uvežbavati kra će jezičke strukture kojima se izražavaju namere / razlozi METODE I TEHNIKE RADA: kombinovano – čitanje i odgovaranje na pitanja, spajanje parova, prevod, sastavljanje rečenica od ponu đenih izraza i re či + slike OBLICI RADA: individualni, u paru, frontalni NASTAVNA SREDSTVA: udžbenik, radna sveska, CD KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Srpski jezik, Građansko vaspitanje UVODNI DEO: Provera doma ćeg zadatka. nekoliko u čenika pročita svoje sastave. *Napomena: pošto je za ovu nastavnu jedinicu predvi đen samo jedan čas, neće se raditi zadaci 3 a, b, c i zadatak 7.
GLAVNI DEO: Aktivnost 1 – Udžbenik, strana 74, zadaci 1 a, b. Čitanje / slušanje i odgovaranje na pitanja. Listen and read. Answer the questions. (Slušanje broj 3. 24) 1 a – Nastavnik podseća učenike na događanja iz prošle epizode – Who did Rosy meet in the last episode? (She met Mrs Bent.) Why did that worry her? (She had gone to Wimbledon when she should have been working and Mr Bent saw her..) Why did Mrs Bent want to see her? (To tell her she had won the school prize.) What mistake did Rosy make? (She thought Mrs Bent knew about Wimbledon and she told her about it.) What happened when Mrs Bent foun out? /She said she had to think about the school prize again.)
1 b – Nastavnik kaže – Read the questions in 1b. Read and listen to the story and answer the questions. Work with your partner. Učenici slušaju i prate tekst, odgovaraju na pitanja . Provera se radi sa celim odeljenjem. Odgovori: 1 Go with Rosy to see Mrs Bent. 2 She calls him a rat because he doesn’t want to help Rosy although Rosy helped him.
Aktivnost 2 – Udžbenik, strana 74, zadatak 2. Čitanje i odgovaranje na pitanja. Read and answer the questions.
Instrukcija glasi – Read the text again and answer the questions. Work with your partner. Nastavnik obilazi, sluša, ne meša se. Provera se radi uobi čajeno.
Odgovori: 1 Rosy’s at home. She didn’t want to talk to anyone. 2 To tell her her decision about the school prize. 3 Because she might not get the prize now that she’s confessed to going to Wimbledon instead of being t her work experience. 4 No, she doesn’t. 5 He doesn’t want to get into trouble. And he didn’t have to skip work to go to Wimbledon, so he feels he didn’t do wrong.
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6 There was a fire safety check in the sports centre. 7 She let him use her project. 8 Rosy, Greg and Anna.
Aktivnost 3 – Udžbenik, strana 75, zadaci 4 a, b. Povezivanje parova. Prevo đenje. Match the beginnings to the endings. Translate the expressions in your language. 4 a – Jedan učenik pročita zadatak. Nastavnik uradi prvi primer (She doesn’t want to talk to anyone..) i kaže – Do other examples with your partner. Try to do the matching without looking back at the text. When you have finished, read the text and check your answers. Učenici rade, nastavnik obilazi, ali se ne meša. Provera se radi sa celim
odeljenjem. Odgovori: 2 anything about it. 3 in this together. 4 your idea. 5 the blame for everything. 6 a minute. 7 you mean? 8 kidding.
4 b – Nastavnik kaže – Go through the expressions again and decide on the best possible translation with your partner. Nastavnik obilazi, aluša, pita, pomaže po potrebi. Pošto završe, u čenici govore svoje predloge za prevod, nastavnik na tabli piše one koje u čenici izaberu kao najadekvatnije. Aktivnost 4 – Udžbenik, strana 75, zadaci 5 a, b. Skraćivanje rečenica. How can we shorten these sentences? 5 a– Instrukcija glasi – Look at the sentences. Try to shorten them. Work with your partner. Nastavnik prati šta učenici rade, ali se ne meša. 5 b – Pošto završe, nastavnik kaže – Read the text and check your ideas. Provera se sada radi sa celim odlejenjem. Odgovori: 1 We all told lies to get the afternoon off.
2 They closed the sports centre to do a fire safety check.
Aktivnost 5 – Udžbenik, strana 75, zadatak 6. Sastavljanje rečenica. Complete the sentences. Use the verbs and the pictures.
Daje se objašnjenje - Look at the example in exercise 6. What’s the structure of the sentence? (beginning of the sentence + infinitive with to + object) Connect the other items in the columns and make sentences. Work with your partner. Nastavnik obilazi, prati, po potrebi pomaže. Provera se radi u završnom delu časa.
ZAVRŠNI DEO: Provera zadatka 6. Radi se sa celim odeljenjem. Mogući odgovori: 2 I used the Internet to download some music. 3 I’m going to the supermarket to do some shopping. 4 I texted my friend to say I would be late. 5 I sat down to read a magazine. 6 I brought aome bread to make a sandwich. 7 I went to the sports centre to play basketball. 8 I put on my pyjamas to go to bed.
Domaći zadatak: radna sveska, strane 60 i 61, svi zadaci.
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ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Sledeći put ću drugačije uraditi / promeniti: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Opšta zapažanja: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
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PREDMET: Engleski jezik ČAS BROJ: 69 ODELJENJE: DATUM: NASTAVNA TEMA: UNIT 6, RELATIONSHIPS NASTAVNA JEDINICA: UNIT 6 – Revision TIP ČASA: sistematizacija OBRAZOVNI CILJEVI Učenici će moći: - da primene ste čena znanja u novom, nepoznatom kontekstu VASPITNI CILJEVI Učenici: - dalje razvijaju sopstvene strategije u čenja ZADACI Učenici će: - predstavljati projekte - razgovarati o problemima u u čenju, davati savete - ponavljati i uvežbavati frazalne glagole, vremenske rečenice, prvi kondicional METODE I TEHNIKE RADA: kombinovano – prezentacija, diskusija, razgovor, dopunjavanje re čenica odgovarajućim oblikom re či, povezivanje parova OBLICI RADA: individualani, u paru, frontalni, grupni NASTAVNA SREDSTVA: udžbenik, radna sveska, CD KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Srpski jezik UVODNI DEO:
Provera domaćeg zadatka. Učenici predstavljau projekte.
GLAVNI DEO: *Zbog nedostatka vremena, ne će se raditi zadatak 4.
Aktivnost 1 – Udžbenik, strana 78. Study skills. Strategije učenja. Diskusija.
Nastavnik daje uvod – Think about the problems / difficulties you have when you learn. What are they? Učenici malo razmisle i kažu. Kako govore, nastavnik ih piše na tabli. Učenici se podele u grupe (dva susedna para formiraju grupe od četiri člana). Svaka grupa odabere jedan problem, razgovara o njemu i daje predlog/e (savet/e) kako bi mogao da se reši. Instrukcija glasi – Choose a problem and discuss it. Suggest how it might be solved. Give some advice. Ukoliko se desi da više grupa odabere isti problem, nastavnik će ih, pošto završe, pozvati da se udruže i iza đu sa najboljim zajedni čkim predlozima – Put your heads together and come up with the best ideas. Grupe na kraju izveštavaju - Present your ideas to the rest of the class – ostali slušaju, komentarišu, slažu se ne slažu itd. Nastavnik podsti če diskusiju – Do you agree with this? Is this possible? Would you like to add or change something?
Aktivnost 2 – Udžbenik, strana 78, zadatak 1. Dovršavanje rečenica odgovarajućim oblikom reči. Complete the sentences with the correct forms of the verbs.
Jedan učenik pročita zadatak, nastavnik dodaje – Go through the verbs and sentences before you start doing the task. Make sure you understand them. Work with your partner. Nastavnik obilazi, prati, ne pomaže. Provera se radi sa celim odeljenjem.
Odgovori: 2 walked away 3 ran out of 4 got on, sat down 5 looked after, went away 6 caught up with 7 didn’t give up 8 bent down
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Aktivnost 3 – Udžbenik, strana 78, zadatak 2. Dopunjavanje rečenica odgovaraju ćim oblicima re či. Complete the sentences with the correct forms of the verbs in brackets.
Nastavnik pozove učenike da pročitaju zadatak – Read the instuction in exercise 2. Postupak je dalje isti kao u aktivnosti 2.
Odgovori: 1 arrives 2 ’ll have 3 write 4 go 5 ’ll wait 6 text 7 ’ll do 8 finishes
Aktivnost 4 – Udžbenik, strana 78, zadaci 4 a, b.
Jedan učenik pročita zadatak i primer naglas. Nastavnik dodaje – Go through all the phrases before you make sentences. Postupak je dalje isti kao u svim prethodnim aktivnostima.
Mogući odgovori: 2 If Jason leaves school, he won’t get a good job. 3 If you write to Katrina, she’ll give you good advice. 4 If teenagers don’t talk to their parents, their parents won’t understand their problems. 5 If Luke plays tennis all the time, he won’t have time for his schoolwork. 6 If teenagers and parents discuss things calmly, they’ll avoid a lot of arguments. 7 If Megan talks to her mum and dad, they’ll understand. 8 If you tell lies, people won’t trust you.
ZAVRŠNI DEO:
Diskusija - Do you think your learning strategies were good as far as this unit is concerned? What should you
practice more? What can you improve? What will you do? How? Domaći zadatak: radna sveska, strane 62, 63, svi zadaci.
ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Sledeći put ću drugačije uraditi / promeniti: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Opšta zapažanja: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
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PREDMET: Engleski jezik ČAS BROJ: 70 ODELJENJE: DATUM: NASTAVNA TEMA: MISCELLANEOUS NASTAVNA JEDINICA: DETERMINERS – much, many, a lot of, lots of, plenty of, great deal of, few / a few, little / a little TIP ČASA: obrada i utvr đivanje
OBRAZOVNI CILJEVI Učenici će moći: - pravilno da koriste gore navedene determinatore VASPITNI CILJEVI Učenici: - imaju svest o tome da je ponavljanje važan momenat u u čenju ZADACI Učenici će: - učiti i uvežbavati determinatore - much, many, a lot of, lots of, plenty of, great deal of, few / a few, little / a little METODE I TEHNIKE RADA: kombinovano – razgovor, objašnjenje, dopunjavanje re čnica odgovaraju ćim rečima OBLICI RADA: individualani, u paru, frontalni NASTAVNA SREDSTVA: kopija radnog listića za svakog u čenika KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Srpski jezik UVODNI DEO:
Provera domaćeg zadatka. Podela radnih listića.
GLAVNI DEO: Aktivnost 1 - MUCH / MANY / A LOT OF / LOTS OF / PLENTY OF/ A GREAT DEAL OF Step 1 - Nastavnik prođe kroz objašnjenja zajedno sa u čenicima. Svaki učenik pred sobom ima listi ć sa identičnim objašnjenjima i primerima. Nastavnik će se zaustaviti tamo gde misli da je u čenicima problem da razumeju.
We use much with uncountable nouns – much time / energy / luck / money. We use many with countable nouns – many friends / people / cars / countries / women. We use a lot of / lots of / plenty of with uncountable and countable nouns in plural – a lot of luck / friends, lots of time / people, plenty of money / ideas.
Plenty of means more than enough or necessary: There’s no need to hurry. We’ve got plenty of time.
We use much and many especially in questions and negative sentences. A lot of is also possible. 1 Did you spend much money when you were in London? (Or Did you spend a lot of money...?) 2 We didn’t spend much money when we were in London. ( Or We didn’t spend a lot of money ... ) 3 Do you know many people? ( Or Do you know a lot of people?) 4 She doesn’t have many friends. ( Or She doesn’t have a lot of friends.) NOT: We spent much money.) We don’t use much in positive sentences: We spent a lot of money . (
We can use many in positive sentences , but a lot of is more usual in spoken English: She has many / a lot of friends. There are many / a lot of people in the street. BUT: She ate too much chocolate. She ate so much chocolate that she’s sick now. There are too many people in the bus.
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Step 2 – Nastavnik kaže - Look at the table. Read it. Do you understand it? Obilazi učenike i daje dodatna objašnjenja. much + uncountable positive
X (we use a lot of instead ) (but: too much / so much)
negative questions
many + countable plural
a lot of + both
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(a lot of more usual in spoken Eng.) (but: too many / so many)
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Step 3 – Učenici rade zadatak – Complete the sentences wuth much, many, a lot of, plenty of. Work with your partner. Nastavnik obilazi, prati, po potrebi pomaže. Provera se radi sa celim odeljenjem. Odgovori: 1 Sue drinks a lot of tea. 2 She’s got no financial problems. She’s got plenty of money. 3 He isn’t very popular. He hasn’t had many / a lot of books published. 4 She knows many / a lot of people. 5 Did you visit many / a lot of museums in Paris? 6 We don’t need a larger house. There’s plenty of room in it. 7 We didn’t have much / alot of time there.
Step 4 – Nastavnik daje objašnjenja za ostale izraze i re či. Postupak je isti kao u koraku 1. *A great deal of research has been already done. (instead of much) I’ve spent a great deal of time on it. *He has made a large number of mistakes. (instead of many) A large number of people have voted for him.
Posebna pažnja se skre će kod imenica koje mogu biti i brojive i nebrojive:
How much time? (Koliko vremena?) / How many times? (Koliko puta?) He hasn’t got much hair, he’s old. (kosa) There are many hairs on the floor. (dlaka) He hasn’t done much work today. (rad, posao) There are many Picasso’s works in that museum. (delo) Aktivnost 2 - FEW / A FEW, LITTLE / A LITTLE
Nastavnik prođe i kroz ova objašnjenja zajedno sa u čenicima na isti način kao u koraku 1, aktivnost 1.
FEW / A FEW + COUNTABLE NOUNS LITTLE / A LITTLE + UNCOUNTABLE NOUNS
Few = a very small number of something, not many, not as many as expected, not enough 1 She’s so lonely. She’s got few friends. (not many, she needs more) 2 She’s very lucky. She has few problems. (not many, a very small number of problems)
A few = some, not many but enough 1 She’s enjoying her time there. She’s got a few friends there. (not many, but enough) 2 I don’t think I should go to the library. I’ve got a few books on the topic. (some, enough)
BUT: only + a few There were some difficult questions . Only a few students managed to answer them.
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Little = a very small amount of something, not much, not as much as expected, not enough 1 We must be quick. There’s little time. (not enough, not much) 2 She’s got little patience with children. She’s not a good teacher. (not as much as expected, not enough)
A little = some, not so much but enough 1 There’s a little sugar in the box. It will be enough. 2 We’ve got a little time before the train leaves. (not too much, but enough to have a drink)
BUT: only + a little She’s got only a little work to do today . ZAVRŠNI DEO: Zadavanje domaćeg zadatka. Domaći zadatak: radni list, re čenice od 1 – 20 ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Sledeći put ću drugačije uraditi / promeniti: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Opšta zapažanja: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
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Handout for students
MUCH / MANY / A LOT OF / LOTS OF / PLENTY OF/ A GREAT DEAL OF
We use much with uncountable nouns – much time / energy / luck / money. We use many with countable nouns – many friends / people / cars / countries / women. We use a lot of / lots of / plenty of with uncountable and countable nouns in plural – a lot of luck / friends, lots of time / people, plenty of money / ideas.
Plenty of means more than enough or necessary: There’s no need to hurry. We’ve got plenty of time.
We use much and many especially in questions and negative sentences. A lot of is also possible. 1 Did you spend much money when you were in London ? (Or Did you spend a lot of money...?) 2 We didn’t spend much money when we were in London. ( Or We didn’t spend a lot of money ... ) 3 Do you know many people? (Or Do you know a lot of people?) 4 She doesn’t have many friends. (Or She doesn’t have a lot of friends.) We don’t use much in positive sentences: We spent a lot of money. ( NOT: We spent much money.) We can use many in positive sentences , but a lot of is more usual in spoken English: She has many / a lot of friends. There are many / a lot of people in the street. BUT: She ate too much chocolate. She ate so much chocolate that she’s sick now. There are too many people in the bus. much + uncountable positive
X (we use a lot of instead ) (but: too much / so much)
negative questions
many + countable plural
a lot of + both
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(a lot of more usual in spoken Eng.) (but: too many / so many)
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Complete the sentences with one of these : much, many, a lot of, plenty of 1 Sue drinks __________________ tea. 2 She’s got no financial problems. She’s got __________________ money. 3 He isn’t very popular. He hasn’t had __________________ books published. 4 She knows __________________ people. 5 Did you visit __________________ museums in Paris? 6 We don’t need a larger house. There’s __________________ room in it. 7 We didn’t have __________________ time there. *A great deal of research has been already done. (instead of much) I’ve spent a great deal of time on it. *He has made a large number of mistakes. (instead of many) A large number of people have voted for him.
How much time? (Koliko vremena?) / How many times? (Koliko puta?) He hasn’t got much hair, he’s old. (kosa) There are many hairs on the floor. (dlaka) He hasn’t done much work today. (rad, posao) There are many Picasso’s works in that museum. (delo)
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FEW / A FEW , LITTLE / A LITTLE
FEW / A FEW + COUNTABLE NOUNS LITTLE / A LITTLE + UNCOUNTABLE NOUNS
Few = a very small number of something, not many, not as many as expected, not enough 1 She’s so lonely. She’s got few friends. (not many, she needs more) 2 She’s very lucky. She has few problems. (not many, a very small number of problems)
A few = some, not many but enough 1 She’s enjoying her time there. She’s got a few friends there. (not many, but enough) 2 I don’t think I should go to the library. I’ve got a few books on the topic. (some, enough)
BUT: only + a few There were some difficult questions . Only a few students managed to answer them. Little = a very small amount of something, not much, not as much as expected, not enough 1 We must be quick. There’s little time. (not enough, not much) 2 She’s got little patience with children. She’s not a good teacher. ( not as much as expected, not enough)
A little = some, not so much but enough 1 There’s a little sugar in the box. It will be enough. 2 We’ve got a little time before the train leaves. (not too much, but enough to have a drink)
BUT: only + a little She’s got only a little work to do today . Put in little / a little, few / a few 1 Do you mind if I ask you __________________ questions? 2 The task was really hard. Only __________________ students were able to complete it. 3 The task was really hard, but __________________ students were able to complete it. 4 The task was really hard. __________________ students were able to complete it. 5 This town isn’t very interesting so __________________ tourists come to visit it. 6 This is a very boring place to live. There’s __________________ to do. 7 She had __________________ time to rest, so she feels better now. 8 She had __________________ time to rest, she still feels tired. 9 I can’t tell you my decision yet. I need __________________ time to think it over again. 10I’ve been to Paris __________________ times in my life. 11There was __________________ traffic, so the journey didn’t take long. 12 It was a surprise that he won the match. __________________ people expected him to win. 13 I don’t know much Spanish, only __________________ words. 14 I don’t need much milk in my coffee, only __________________ . 15 Can you lend me __________________ money? 16 He lent me __________________ money, I can’t even buy a loaf of bread. 17 Can you lend me __________________ dollars? 18 Did you take __________________ photographs when you were on holiday? 19 She took __________________ photographs when she was in Paris. She could have taken more. 20 Smokers drink __________________ water because they rarely feel thirsty.
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PREDMET: Engleski jezik ČAS BROJ: 71 ODELJENJE: DATUM: NASTAVNA TEMA: MISCELLANEOUS NASTAVNA JEDINICA: Form and comparison of adverbs TIP ČASA: obrada i utvr đivanje OBRAZOVNI CILJEVI Učenici će moći: - pravilno da grade, porede i koriste priloge VASPITNI CILJEVI Učenici: - imaju svest o tome da je ponavljanje važan momenat u u čenju ZADACI Učenici će: - učiti i uvežbavati tvorbu priloga - učiti i uvežbavati pore đeneje priloga METODE I TEHNIKE RADA: kombinovano – razgovor, objašnjenje OBLICI RADA: individualani, frontalni NASTAVNA SREDSTVA: / KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Srpski jezik UVODNI DEO:
Provera domaćeg zadatka.
Rešenja: 1 a few 2 a few 3 a few 4 Few 5 few 6 little 7 a little 8 little 9 a little 10 a few 11 a little 12 Few 13 a few 14 a little 15 a little 16 little 17 a few 18 a few 19 few 20 little
GLAVNI DEO: Aktivnost 1 – Form of adverbs.
Nastavnik govori i piše – 1 The dog sleeps quietly. 2 The dog is absolutely quiet. – zatim pita – How does the dog sleep? (quietly) What is the dog like? (quiet) Which of these words is an adverb? (quietly) What is quiet then? (an adjective) Nastavnik izgovori i na tabli napiše: We use adverbs to say how something is done. We use adjectives to say what something is like.
Nastavnik se vrati na quiet – quietly -napiše ih ovako izolovano na tabli i pita – What did we add to quiet to make the adverb? (-ly) Gaje se objašnjenje - In general we add –ly to an adjective to get an adverb. Na tabli zatim piše primere koje izgovara i daje objašnjenja:
slow – slowly strong – strongly quick – quickly full – fully dull – dully *after –ll only –y is added
BUT: true – truly due – duly *-e is dropped
happy – happily easy – easily *-y becomes –i
fantastic - fantastically romantic - romantically *after –ic we add –ally
sensible - sensibly reasonable - reasonably *-le after a consonant is dropped
BUT: public - publicly
Exceptions: good – well – He’s a good swimmer. He swims well. hard – hard – Hard work is good for you. He works hard. (hardly = almost not possible – I can hardly hear you.) high – high – He climbes high mountains. He can jump high. (highly = very, to a high level – He is highly motivated to win the race. fast – fast – He’s a fast runner. He runs fast. early – early –These two are usually mixed up – We must catch an early train. (adjective) We must get up early. (adverb)
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Aktivnost 2 – Comparison of adverbs.
Nastavnik izgovori i na tabli napiše:
1 He runs fast, but his brother runs faster. Actually he runs fastest of all.
Vodi se razgovor – This is a one-syllable adverb. What suffix did we add to it to make the comparative form? (-er) And what suffix did we add to the superlative form? (-est) Did we put the definite article the before the superlative form? (No) What’s the rule? Učenici kažu, nastavnik na tabli napiše: fast – faster - fastest one – syllable adverbs comparative = adverb + -er superlative = adverb + -est (without the) →
Doda se još nekoliko primera – Could you think of any other adverbs to add to the list?
hard – harder –hardest; high – hiher – highest; REMEBER: early – earlier – earliest (-y becomes –i) Skrenuti pažnju – Adverbs ending in –ly which have the same form as adjectives ending in –ly, follow this rule to make compratives and superlatives.
Nastavnik dalje izgovara i piše:
1 He was singing happily. His sister was singing more happily, but their brother was singing most happily.
Vodi se razgovor – This adverb ends in –ly. What did we use to make the comparative form? (more) And the superlative form? (most) Na tabli se zatim napiše:
happily – more happily – most happily adverbs in –ly comparative = more + adverb superlative = most + adverb (without the) Doda se još nekoliko primera – Could you think of any other adverbs to add to the list? easily – more easily – most easily; quickly – more quickly – most quickly →
Na kraju se daje objašnjenje za nepravilnu komparaciju sa primerima – These are examples of irregular
comparisons: well – better – best badly – worse – worst
little – less – least much – more – most
ill – worse - worst
ZAVRŠNI DEO: Nastavnik vraća učenike na primere i kratko, kroz razgovor, ponovi ono što se radilo tokom časa. Domaći zadatak: /
ZAPAŽANJA O ČASU I SAMOEVALUACIJA: Problemi koji su nastali i kako su rešeni: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Sledeći put ću drugačije uraditi / promeniti: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Opšta zapažanja: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
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PREDMET: Engleski jezik ČAS BROJ: 72 ODELJENJE: DATUM: NASTAVNA TEMA: MISCELLANEOUS NASTAVNA JEDINICA: Revision TIP ČASA: sistematizacija OBRAZOVNI CILJEVI Učenici će moći: - pravilno da koriste glagolske oblike aktiva i pasiva, kondicionale odnosno priloge VASPITNI CILJEVI Učenici: - umeju da sagledaju i procene sopstveno napredovanje ZADACI Učenici će: - ponoviti i uvežbavati komparaciju priloga, glagolska vremena (aktiv i pasiv), i kondicionale METODE I TEHNIKE RADA: kombinovano – dovršavanje rečenica odgovaraju ćim oblikom re či, dvostruki izbor, sastavljanje rečnica od datih re či po modelu, razgovor, objašnjenje OBLICI RADA: individualani, frontalni NASTAVNA SREDSTVA: radna sveska KORELACIJA SA DRUGIM PREDMETIMA / TEMAMA: Srpski jezik UVODNI DEO:
Ponavljanje komparacije priloga. Nastavnik kaže – Complete the sentences with the correct forms of the adverbs in brackets – na tabli napiše re čenice:
1 My sister sings _______ than I do.(well) 2 He can jump _____ of all his classmates. (high) 3 He was walking _____ than he was expected. (slowly) 4 Jason reads ______ in his class. (badly)
(worse) (highest) (more slowly) (worst)
Radi se frontalno.
GLAVNI DEO: Aktivnost 1 – Radna sveska, strana 64, zadatak 1. Dovršavanje rečenica odgovaraju ćim obikom reči. Put the verbs in brackets into the past simple or the past continuous tense.
Jedan učenik pročita zadatak. Nastavnik dodaje – Work with your partner – obilazi i prati, ne pomaže. Provera se radi sa celim odeljenjem.
Odgovori: 2 had 3 was Mark waiting 4 saw, were you doing 5 didn’t enjpoy, Did 6 Did you make, were living 7 wasn’t working, phoned, was watching
Aktivnost 2 – Radna sveska, strana 64, zadatak 2. Dvostruki izbor. Circle the correct forms of the verbs. Past simple and present perfect.
Postupak je isti kao u aktivnosti 1.
Odgovori: 2 have never seen 3 have just won 4 Did you study, were 5 did yo meet 6 have known 7 did your dad do 8 haven’t finished
Aktivnost 3 – Radna sveska, strana 64, zadatak 4. Sastavljanje rečenica od datih re či. Write conditional sentences.
Isti postupak kao u prethodne dve aktivnosti.
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