{"?xml":{"@version":"1.0"},"edm:RDF":{"@xmlns:dc":"http://purl.org/dc/elements/1.1/","@xmlns:edm":"http://www.europeana.eu/schemas/edm/","@xmlns:wgs84_pos":"http://www.w3.org/2003/01/geo/wgs84_pos","@xmlns:foaf":"http://xmlns.com/foaf/0.1/","@xmlns:rdaGr2":"http://rdvocab.info/ElementsGr2","@xmlns:oai":"http://www.openarchives.org/OAI/2.0/","@xmlns:owl":"http://www.w3.org/2002/07/owl#","@xmlns:rdf":"http://www.w3.org/1999/02/22-rdf-syntax-ns#","@xmlns:ore":"http://www.openarchives.org/ore/terms/","@xmlns:skos":"http://www.w3.org/2004/02/skos/core#","@xmlns:dcterms":"http://purl.org/dc/terms/","edm:WebResource":[{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-LHGSJ322/3ac14279-79a2-4b7b-8bcc-ae4df8f02c24/PDF","dcterms:extent":"123 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-LHGSJ322/2c63d314-ad75-4ff2-ae7a-e7c7ce9c0469/TEXT","dcterms:extent":"0 KB"}],"edm:TimeSpan":{"@rdf:about":"2006-2020","edm:begin":{"@xml:lang":"en","#text":"2006"},"edm:end":{"@xml:lang":"en","#text":"2020"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:doc-LHGSJ322","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-QGFSTTZH"},{"@xml:lang":"sl","#text":"Šolsko polje"}],"dcterms:issued":"2007","dc:creator":"Makovecki, Nataša","dc:format":[{"@xml:lang":"sl","#text":"številka:1/2"},{"@xml:lang":"sl","#text":"letnik:18"},{"@xml:lang":"sl","#text":"str. 119-131"}],"dc:identifier":["ISSN:1581-6036","COBISSID:1614423","URN:URN:NBN:SI:doc-LHGSJ322"],"dc:language":"en","dc:publisher":[{"@xml:lang":"sl","#text":"Pedagoški inštitut"},{"@xml:lang":"sl","#text":"Slovensko društvo raziskovalcev šolskega polja"}],"dc:subject":[{"@xml:lang":"sl","#text":"angleški jezik"},{"@xml:lang":"sl","#text":"kritično mišljenje"},{"@xml:lang":"sl","#text":"poklicno izobraževanje"},{"@xml:lang":"sl","#text":"pouk"},{"@xml:lang":"sl","#text":"retorika"},{"@xml:lang":"sl","#text":"učenje"}],"dcterms:temporal":{"@rdf:resource":"2006-2020"},"dc:title":{"@xml:lang":"sl","#text":"Rhetoric in lessons of english in vocational progremmes of upper secondary education|"},"dc:description":[{"@xml:lang":"sl","#text":"The paper presents experiences of including rhetorical topics in English lessons in two three-year vocational programmes at the School Centre in Velenje over the period of five years. Teaching English in these programmes faces specific problems which need to be considered in lesson plans. The most critical ones are: lack of motivation and self-reliance, poor self-image, problems with discipline and a very limited linguistic competence and poor speaking skills in a foreign language (and the mother tongue). The methodological approach was based upon tree principles: usefulness (applicability), concreteness (inductive approach) and shortness (less is more). The paper presents some of the used methods: presenting theory with illustrative examples, execution of oral exercises in the form of discussion groups and preparation of a two-minute oral presentation on a chosen topic by the students. This approach increased the students' motivation and put them into a more active role in the learning process. They learned how to use arguments to channel criticism and emotions into language. It encouraged the students' awareness of taking the responsibility for themselves and others"},{"@xml:lang":"sl","#text":"Prispevek predstavlja izkušnje pri vključevanju elementov retorike v pouk angleškega jezika v dveh triletnih poklicnih programih v Šolskem centru Velenje skozi obdobje petih let. Pri poučevanju angleškega jezika v tovrstnih programih se soočimo s specifičnimi težavami, ki jih je potrebno upoštevati pri načrtovanju učnih priprav. Najbolj kritične so: pomanjkanje motivacije in samozaupanja, nizka samopodoba, težave z disciplino, zelo omejene jezikovne kompetence in spretnosti izražanja v tujem (in materinem) jeziku. Metodološki pristop temelji na treh načelih: uporabnost, konkretnost (induktivni pristop) in kratkost (manj je več). Članek predstavlja nekatere od metod, ki smo jih uporabili: predstavitev teorije z nazornimi primeri, izvedba govornih vaj v obliki diskusijskih skupin in priprava dvominutnega govornega nastopa na poljubno temo. Tovrsten pristop je dvignil motivacijo učencev in jih postavil v aktivnejšo vlogo v učnem procesu. Naučili so se uporabljati argumente, da biv jezik lahko prenesli kritičnost in čustva. Pristop je dvignil zavedanje učencev o pomembnosti prevzemanja odgovornosti zase in za druge"}],"edm:type":"TEXT","dc:type":[{"@xml:lang":"sl","#text":"znanstveno časopisje"},{"@xml:lang":"en","#text":"journals"},{"@rdf:resource":"http://www.wikidata.org/entity/Q361785"}]},"ore:Aggregation":{"@rdf:about":"http://www.dlib.si/?URN=URN:NBN:SI:doc-LHGSJ322","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-LHGSJ322"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-LHGSJ322/3ac14279-79a2-4b7b-8bcc-ae4df8f02c24/PDF"},"edm:rights":{"@rdf:resource":"http://rightsstatements.org/vocab/InC/1.0/"},"edm:provider":"Slovenian National E-content Aggregator","edm:intermediateProvider":{"@xml:lang":"en","#text":"National and University Library of Slovenia"},"edm:dataProvider":{"@xml:lang":"sl","#text":"Slovensko društvo raziskovalcev šolskega polja"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:doc-LHGSJ322/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-LHGSJ322"}}}}