din cuprins

24 Pages·2016·2.05 MB·Romanian

BB aa bb ee ll
anul 2 / nr. 3
apare semestrial
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Revista multiculturală a Catedrei de limbi moderne a Colegiului Tehnic ”D. Leonida” din Petroșani.
DIN CUPRINS:
• TEACHING SKILLS - AN OUTLINE • rEUNIUNE PrOIECT ErASmUS+
• SĂ SĂrbĂTOrIm CU STIL... • ,,COmOrI ASCUNSE”ALE JIULUI DE EST
• DESPrE bULLYING • WILLIAm WALLACE, ErOUL SCOŢIEI
• URBAN LEGEND... • CE ESTE vLOGGINGUL?
ODD PARALLELs BEtwEEN twO GREAt
• LOS rEYES mAGOS
PREsiDENts Of thE UNitED stAtEs:
ABRAhAm LiNcOLN AND JOhN f. KENNEDy
• È NATO IL rE DEL mONDO “GESÙ”
• ENGLISH JOKES
• mEDIUL CONTEAZĂ... LA ,,LEONIDA”
ISSN 2392 – 9871
ISSN-L 2392 – 9871
cuprins
EDITOrIAL / p.3 ,,COmOrI ASCUNSE”
TEACHING SKILLS - AN OUTLINE / p.3 ALE JIULUI DE EST / p.14
SĂ SĂrbĂTOrIm CU STIL... / p.6 WILLIAm WALLACE, ErOUL SCOŢIEI/ p.16
DESPrE bULLYING/ p.7 CE ESTE vLOGGINGUL? / p.18
p.8
p.20
UrbAN LEGEND...
ODD PArALLELS bETWEEN TWO GrEAT
PrESIDENTS Of THE UNITED STATES:
LOS rEYES mAGOS
AbrAHAm LINCOLN AND JOHN f. KENNEDY
ENGLISH JOKES / p.11 È NATO IL rE DEL mONDO “GESÙ” / p.21
rEUNIUNE PrOIECT ErASmUS+ / p.12 mEDIUL CONTEAZĂ... LA ,,LEONIDA” / p.22
bAbEL anul 3 nr. 5 / APArE SEmESTrIAL
Revista multiculturală a Catedrei de limbi moderne a Colegiului Tehnic ”Dimitrie Leonida” din petroșani.
cOORDONAtOR REVistĂ / REDActOR ȘEf: prof. Esther Andraș
AUtORi ARticOLE EDiŢiA cURENtĂ: prof. Esther Andraș, prof. Gabriela Avram, prof. Gabriela Corina Câmpean,
prof. Anamaria Cercel, prof. Carmen Damian, prof. Răzvan Danciu, prof. Luminiţa Lăpugean, prof. pamela
Mareș, prof. Gabriela Rodica Rus, prof. Valentin Stoica, și elevii Larisa Hebedean (XI A) și Dănuţ Zabacinski,
clasa a XI-a B.
DtP: ing. Andrei Andraș
REDAcŢiA: str. 22 Decembrie nr. 6 - 332020, petroșani, jud. Hunedoara / [email protected]
revISta îN format pdf poate fI acceSată La adreSa: http://estherandras.blogspot.com ISSN 2392 – 9871
ISSN-L 2392 – 9871
Editura Universitas, petroșani © 2016.
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EDIT OR IA L
versiune a propriei persoane. Nerealizările ,
eșecurile nu există în domeniul public online.
Astfel Facebook devine o colecţie de dovezi
incontestabile care garantează că nu ești la
fel de bun ca ceilalţi. Alte studii aduc la lumină
prof. Esther Andraș
Colegiul Tehnic ”D. Leonida” Petroșani un fenomen de amploare derivat din stress-ul
sau frica de a rata ce se întâmplă pe reţelele
În acest număr al revistei voi aborda un
de socializare. Tinerii își verifică din minut în
subiect delicat dar de actualitate și voi scrie
minut telefoanele mobile pentru a fi la curent
despre falsa asumpţie a omului modern că este
cu ultimele postări, chiar dacă sunt în mijlocul
un individ social în mediul online. Suntem în
unei activităţi sau conversaţii interesante.
anul 2016 și a da ,,Like” pe Facebook a devenit
Acest gen de comportament este unul adictiv
în mod oficial una dintre cele mai intrigante
și destructiv. Aceste site-uri de socializare
modalităţi de divertisment și socializare. Este
sunt menite să încurajeze comunicarea, nu
adevărat că Facebook-ul a luat naștere ca un
să o înlocuiască. Din nefericire utilizatorii se
mijloc de a menţine legătura cu rudele de peste
consideră fiinţe sociale și nu conștientizează
hotare sau foștii colegi de facultate însă în
faptul că iau parte la o falsă socializare care
câţiva ani s-a transformat într-o dependenţă
îi va îndepărta din ce în ce mai mult de lumea
greu de controlat. Un studiu efectuat de
reală. Devine tot mai dificil să comunice direct și
Universitatea din Michigan relevă un raport
nu prin intermediul lumii cibernetice. psihologii
între timpul petrecut pe reţelele de socializare
ne oferă și soluţia: decuplarea de la mediul
și gradul de insatisfacţie legat de propria
virtual și conectarea la activităţi din lumea
viaţă. Cum este posibil așa ceva? Simplu:
înconjurătoare. Dacă ne îndepărtăm puţin de
utilizatorii postează cele mai reușite secvenţe
ecranul computerului, vom realiza că lumea
din experienţa de viaţă și prezintă cea mai bună
este mult mai frumoasă fara pixeli.
T e a c h i n g S k i l l s –
A n O u t l i n e
prof. Gabriela Corina Câmpean to speaking and writing and, in this case, the
Colegiul Tehnic ”D. Leonida” Petrosani
learner is the one who produces a message and
When teaching English skills, a teacher transmits it to the receiver. These four types
should take into consideration the way how of skills are brought to lessons separately,
they are divided most often, i.e. receptive and combined or integrated, depending on several
productive skills. Receptive skills imply reading factors which can be the student’s needs,
and listening, which means that the message the syllabus, the textbook, the lesson’s aims,
is received and the learner perceives and the available resources, or even the
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understands it, whilst productive ones refer teacher’s style of teaching. In addition,
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the fact that the language is not divided into way to prepare students for being effective
separate skills in real life, but it occurs as a members of our society. This process is
whole determines teachers to think twice supported by a continuous communication
before they choose an approach or another between students and teacher using the
when they teach skills. Moreover, the tradition available materials to archive success.
and new tendencies in teaching may place Teaching integrated skills gives high
teachers in a dilemma and make their job motivation to students as it suggests that
difficult. It is widely known that not all new people learn a foreign language in order to
methods are better convey a message,
than the not to
solve
previous ones, different exercises
and the latest methods are usually applying a grammar rule, and thus the aim of
against their precedents, but on the other teaching a foreign language is really achieved.
hand, the world is in a continuous change and Integrated skills means not to separate the
teachers should keep the rhythm and pace four skills necessary for a learner to convey
with it. Thus, the choice is difficult to be made, and receive a message, but to use them in the
possibilities are numerous and a question same way how in real life are used to transmit
of utmost importance occurs: What is best and get a message. Reading and listening,
for students? Thus, the integrated skills speaking and writing are complementary and
approach emphasizes the fact that English is consequently being separated adds a sense
a useful tool in communication among people of falsity and uselessness to the activity of
in a multicultural world where globalization learning a foreign language.
becomes increasingly important. Task-based “The continual separation of the four skills
approaches, content-based ones, Content lies at the core of research and testing in
language integrated learning and top-down or speaking, listening, reading, and writing”
bottom-up methods ease both learning and (Hinkel) and this is the Audio-lingual method
teaching English underlining the importance characteristic. Integrating the four skills has
of viewing the entire process of learning as a its roots in the Audio-lingual method and with
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outgrowths in communicative teaching, but they grammar and translation. Attributable to the
have become separated due to the fact that foreigners who came to the United Kingdom
testing usually requires separate approaches. in the 1960s, the focus shifted and a split took
There is a connection between integrating place. There were now “two novel directions:
and separating the four skills and the history English for specific purposes for technical and
of the United States of America and the United professional learners and English for academic
Kingdom (Hinkel). The rise of behaviourism and purposes for university students.” (Hinkel). The
structural linguistics developed by Leonard change occurred especially in the emphasis
Bloomfield in the United States of America of the situational language rather than the
led to a method of teaching English based on structural one and A. S. Hornby developed
these, which was designed for the U.S. Armed the situational-structural method focusing
Forces in the early 1940s with small classes and on listening and speaking, teaching language
specially selected students whose motivation ‘chunks’ in real-world situational contexts. This
was usually very high. Native speakers were led to another sequencing of activities known as
tutors and linguists were also involved and they presentation, practice, production (ppp) where
had the task to interpret linguistic patterns in the model serves as a guide line for the student
order to teach English. Thus, drilling developed to acquire information.
a language habit based on these patterns and The next decade brought another approach
targeted speaking and listening skills. Thus in teaching English was born, influenced by the
structural linguistic and behaviourism led to humanistic current in both the United States
a form of teaching which did not concentrate of America and the United Kingdom, with
on listening or reading primarily, but on some difference considering the pragmatic
internalising spoken patterns. Later, Charles goal-orientation in the United Kingdom.
Fries and then Robert Lado developed an Communication was the key word which
analogous programme where the sound system, guided teaching both inside and outside the
grammatical structures and lexical patterns classroom. The models were taken from the
were introduced, considering the primacy of authentic language spoken in order to use it in
speaking. real situations to communicate meaningfully.
The audio-lingual method occurred in the The emphasis was now on functions and the
United States of America a method based separation of the four skills became needless.
mostly on speaking, use of English, but this Negotiating meaning, using authentic materials,
method was not too popular in Europe or in the the focus of language functions brought the
United Kingdom even if some influences may change in approaching English teaching. Thus
be found in methodology. On the other hand, the Communicative Language Teaching and
changes arose in the way of teaching in the all other methods which preceded it and were
United Kingdom considering the separation of influenced by it placed in their core teaching
the four skills quite in the same epoch, after English using integrated skills.
World War II. Due to the fact that the British
pedagogues focused on teaching English
to pupils in colonies, the focus was also on
speaking and listening, but with an accent on
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- - -
SA sarbatorim cu stil...
prof. Esther Andraș
Colegiul Tehnic ”D. Leonida” Petroșani
petrecerea de Halloween din acest an
a fost cu totul specială. Elevii adoră să se
implice în activităţi care încurajează spiritul
de competiţie și creativitatea. Cabinetul de
limba engleză a fost amenajat şi decorat
pentru găzduirea participanţilor la eveniment.
Activitatea a debutat cu un concurs de
desene pe tema „Halloween”, elevii dând
dovadă de talent, simţ artistic şi originalitate.
A fost recreată o atmosferă autentică cu
ajutorul posterelor înfăţișând case bântuite,
lilieci, vrăjitoare cu pisici negre . Juriul
format din elevii claselor terminale a avut
o misiune dificilă întrucât toate desenele
înscrise în competiţie au fost înfricoșătoare.
Al doilea moment al acţiunii a constat în
etalarea celor mai înfricoşătoare costume de
Halloween în cadrul unei parade acompaniate
de muzică specifică sărbătorii. Cele mai
multe costume au fost create de înșiși
elevii participanţi. Au fost nominalizate
şi premiate de către juriu cele mai inedite
costume. Felicitări tuturor concurenţilor!
De asemenea, elevii şcolii s-au întrecut
în decorarea uşilor sălilor de clasă şi
confecţionarea unor felinare din dovleci
(„Jack o’lantern”). Cine ar fi crezut că există
atâtea modalităţi de sculptare a unui dovleac?
Simboluri ale sărbătorilor de toamnă, felinarele
confecţionate din dovleci au făcut deliciul
publicului. Din nou elevii noștri au fost la
înălţime. Şi aceste concursuri s-au finalizat
cu aplauze şi diplome din partea juriului.
Concursurile-surpriză au inclus „Jocul
merelor plutitoare” şi „mumificarea”
Două echipe de elevi s-au transformat în
participanţilor voluntari. Concurenţii au
mumii într-o cursă contra cronomentru.
fost nevoiţi să “pescuiască” mere dintr-o
Iar după toate acestea nu poţi să nu aștepţi cu
galeată cu apă, fără să-și folosească mâinile.
nerăbdare următoarea petrecere de Halloween!
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Despre bullying...
Fenomenul de „bullying” profesorii, elevii hărţuiţi nu Am citit despre efectele
(hărţuire) este întâlnit chiar știu cum să procedeze sau acestui „virus contagios”
din primele zile de școală și, pur și simplu nu au idee ce li dar și despre modalităţile de
din nefericire, elevii retrași se îmtâmplă. combatere ale fenomenului.
și necomunicativi sunt Fiecare dintre noi a fost Specialiștii sunt de părere
victimele cele mai frecvente măcar o dată victima acestui că trebuie să ceri ajutorul
ale agresiunii fizice sau fenomen și pot afirma cu dacă ești victima acestui
verbale. certitudine că nu există gen de agresiune. Sunt
Din punctul meu de vedere situaţie mai neplăcută decât ușor sceptică în faţa acestei
elevii care își agresează aceasta. Există un proverb soluţii, deoarece eu și mulţi
colegii au probleme de pe care il auzim aproape alţi adolescenţi evităm să ne
comportament tocmai din zilnic și cred că se potrivește ascundem după fusta mamei
cauza mediului familial din de minune în acest context: din vină, rușine și gândul că
care provin, iar la școală „Ce ţie nu-ţi place, nici altuia nu suntem în stare să ne
găsesc un teren favorabil nu-i face!” Îi provoc astfel pe apărăm singuri.
în care ei deţin controlul, toţi cei care recurg la astfel Toţi ne vom maturiza într-
exagerează, iau decizii greșite de practici la școală sau în un moment al vieţii sau altul
și astfel apare renumitul mediul online să facă un și vom fi pregătiţi să dăm
fenomen de bullying. Cei exerciţiu de imaginaţie și să piept cu frica pe care o avem
agresaţi pot prezenta în se plaseze în locul colegului sau cu persoana de care ne
timp schimbări grave de hărţuit, umilit și batjocorit. este frică dar până atunci să
comportament, cum ar fi poate în acest fel vor înţelege evităm să practicăm bullying-
pierderea încrederii de sine ce impact negativ au asupra ul la școlă sau oriunde, să
și chiar depresia. De cele celor din jur. reţinem că din răutate nu
mai multe ori, din înflorește o lume mai bună.
cauza lipsei de
Hebedean Larisa, XIA
comunicare cu
prof. coord. Esther
părinţii sau Andraș
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URBAN LEGEND...
Odd Parallels between two great
prof. Gabriela Avram
Colegiul Tehnic ”D. Leonida” Petroșani presidents of the United States:
Abraham Lincoln and John F. Kennedy
Abraham Lincoln and John F. Kennedy lived came from a wealthy family, he was able
in different times and had very different to attend expensive private schools. He
family and educational backgrounds. Lincoln graduated from Harvard University. Lincoln,
lived in the 19th century; Kennedy lived in on the other hand, had only one year of
the 20th century. As for their backgrounds, formal schooling. In spite of his lack of formal
Kennedy came from a rich family, but Lincoln’s schooling, he became a well-known lawyer.
family was not wealthy. Because Kennedy He taught himself law by reading law books.
Abraham Lincoln (Sunday, 12 February 1809 -
Saturday, 5 April 1865)
Born in Sinking Spring Farm, Southeast Hardin John fitzgerald “Jack” Kennedy (Tuesday, 29
County, Kentucky. Religion: None (he joined May 1917 - Friday, 22 November 1963)
and was a member of no church) - However his Born in Brookline, Massachusetts. Religion:
parents were Baptists. 16th president of the Roman Catholic. Often referred to by his initials
United States - 1861 to 1865 (56 Years old at “JFK” . 35th president of the United States - 1961
death) to 1963 (46 Years old at death)
Lincoln was, in other words, a self-educated actually hated by those who opposed their
man. American presidents Abraham Lincoln political views. Shortly after Kennedy was
and John F. Kennedy were both tragically assassinated, a comparison between their
assassinated during their terms in office. lives and deaths surfaced. That comparison
Both men were admired by many people but pointed out some amazing coincidences.
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The following chart compares the amazing coincidences in the deaths of Lincoln and Kennedy.
LincoLn Kennedy
Lincoln was elected to Congress in 1846 Kennedy was elected to Congress in 1946
He was elected president in 1860 He was elected president in 1960
His wife lost a child while living in the White His wife lost a child while living in the White
House House
He was directly concerned with civil rights He was directly concerned with civil rights
Lincoln had a secretary named Kennedy who Kennedy had a secretary named lincoln who
told him not to go to the theater1 told him not to go to Dallas2
Lincoln was shot in the back of the head in Kennedy was shot in the back of the head in
the presence of his wife the presence of his wife
Lincoln was shot in the Ford Theatre Kennedy was shot in a Lincoln, made by Ford
He was shot on a Friday He was shot on a Friday
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The assassin, John Wilkes Booth, was known The assassin, Lee Harvey Oswald, was known
by three names, comprised of fifteen letters by three names, comprised of fifteen letters
Booth shot Lincoln in a theater and fled to a Oswald shot Kennedy from a warehouse and
warehouse3 fled to a theater
Booth was killed before being brought to trial Oswald was killed before being brought to
trial
There were theories that Booth was part of a There were theories that Oswald was part of
greater conspiracy a greater conspiracy
Lincoln's successor was Andrew Johnson, Kennedy's successor was Lyndon Johnson,
born in 1808 born in 1908
Andrew Johnson died 10 years after Lincoln's Lyndon johnson died 10 years after
death Kennedy's death
1 Note: It is an urban myth that Lincoln had a secretary named Kennedy. There is no record of that.
2 Note: There is no record whether or not Kennedy’s secretary warned him.
3 Note: Booth actually fled to a farm and was killed in a tobacco barn. It might be a stretch to call it a
warehouse. But two years after his death, Booth’s body was temporarily moved to a warehouse. Also,
after the assassination, the government closed the Ford Theatre and turned it into a warehouse.
Some other interesting facts include: Pet turkey name is Jack
Lincoln’s dream Also, Lincoln’s son Tad had a pet turkey
Apparently Lincoln had a dream several named Jack. Tad asked his father not to kill
days before the assassination that he had the turkey for Thanksgiving. Although Harry S
been killed. He told his wife that he had seen Truman started the official tradition, Lincoln
himself in a casket. was the first to “pardon” a Thanksgiving
turkey.
A Kennedy uncovers plot
In February 1861, there was a plot called skeptics disagree
the “Baltimore plot” to assassinate Lincoln Some skeptics say that you could take any
as he passed through the city. A NYpD officer, two famous people and find a number of
John Kennedy, claimed to have uncovered similar-type coincidences between them.
the plot. In 1951, a movie The Tall Target was The only problem with that theory is that
made about the plot, staring Dick powell as there really haven’t been any listings of such
Kennedy. comparisons. And certainly none has been as
extensive as the Lincoln-Kennedy similarities.
“Coincidence is God’s way of remaining anonymous.”
— Albert Einstein (1879–1955) German born theoretical physicist
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