SCHOOL EDUCATION/ŠKOLNÍ PEDAGOGIKA
PORTFOLIO TASK
Course: SZ6642 School Education + SZ6042 Školní pedagogika
PART 1: SCHOOL AND ITS EDUCATION PROGRAMME
a) School description
The studied school, ZŠ Horácké náměstí in Brno - Řečkovice is, with its capacity of 960
pupils, one of the biggest schools in Brno. The school itself consists of two separate buildings
which are approximately 5 minutes apart from each other. The bigger and older building
(opened in 1976) is located at Horácké náměstí and consists of grade 1 to grade 9 classes.
The newer building (opened in 1993) covers grade 1 to grade 4. As a result of the high
number of pupils attending, this school can be proud of its large team of highly skilled
teachers, tutors, teacher assistants and other pedagogical staff.
ZŠ Horácké náměstí 13 is well known for its long-lasting tradition of teaching foreign
languages and sports. Its pupils are divided into those, who specialise in studying foreign
languages and those, who have extended sport lessons. Except for compulsory English
lessons, which are enriched by additional conversation lessons, this school offers also
German and Russian lessons (from grade 6), and in the form of after-school activities also
lessons of Spanish. Children who specialise in sports have more lessons of physical
education. This school also offers additional lessons of mathematics and logical thinking for
pupils who aim to specialise in maths and IT.
In 2005, a school counselling office was opened (školní poradenské pracoviště). Except
for the obligatory employees, the educational consultant (výchovný poradce) and
methodologist (metodik prevence), this office offers the service of a special needs teacher
and a school psychologist. Apart from the employees of the school counselling office, there
are some more teachers that studied special education needs together with their
specialisation, and therefore are qualified to work with children with specific learning
difficulties: "Škola zřídila od roku 2005 školní poradenské pracoviště, jehož členy jsou školní
psychologové, výchovní poradci a metodici prevence, psychologové i speciální pedagogové.
Někteří učitelé školy jsou také speciálními pedagogy a věnují se dětem se specifickými
poruchami učení."(Základní škola Horácké náměstí, 2021, p. 6)
Great influence for this school is the principles of Dalton Plan which we can notice
throughout the whole school education programme. ZŠ Horácké náměstí 13 is a member of
a network of Dalton Schools. The principles of the Dalton Plan, as well as their
implementation in the school curriculum will be discussed in the next chapters.
b) School education programme and learning strategies
"Základní vzdělávání má žákům poskytnout spolehlivý základ všeobecného vzdělání
orientovaného zejména na situace blízké životu a na praktické jednání a pomoci získávat
a postupně zdokonalovat klíčové kompetence." (Základní škola Horácké náměstí, 2021, p. 13)
This school's education programme called ŠVP Amosek is built on the fact that
elementary education should provide pupils with reliable basis of general knowledge.
This school is, however, claiming to be oriented at life-like situations and practical skills:
"Při výuce motivujeme žáky v co největší míře problémovými úlohami z praktického života."
(Základní škola Horácké náměstí, 2021, p. 17)
Trying to meet the key competences set by the Framework Education programme,
the school tries to develop problem solving skills by teaching topics in context and
connection, rather than separately, to show the pupils a comprehensive view on the world:
"Neučíme izolovaná data jednotlivých oborů, ale u dětí vytváříme ucelený obraz světa. Žákům
jsou předkládány takové úkoly, jejichž řešení vyžaduje znalosti z vice oborů lidské činnosti
resp. vzdělávacích oblastí, a tudíž I vice přístupů k řešení." (Základní škola Horácké náměstí,
2021, p. 16)
The main strategies of achieving the key competences of are cooperative learning,
developing self-evaluating skills and learning from mistakes. Pupils are not punished for
making mistakes, their mistakes are understood as natural and common signs of the learning
process (Základní škola Horácké náměstí, 2021, p. 14). It is advisable that teachers help the
pupils in learning from their mistake: "Učitel by neměl používat negativní hodnocení, ale
například nabídnout dítěti znovu tentýž materiál, aby mělo možnost si samo všimnout svých
chyb a opravitje." (Základní škola Horácké náměstí, 2021, p. 14)
Cooperation between the pupils is highly supported. Teachers use a lot of cooperative
learning strategies during their lessons. They encourage the children to work together and to
value each other's opinions and ideas, to learn how to work together and how to help and
teach each other. „Snažíme se o stále častější zařazování daltonských bloků využívajících
prostupnost učiva mezijednotlivými ročníky s důrazem na pomoc a spolupráci nejen mezi
spolužáky ve třídě, ale i mezi žáky různých tříd (jak paralelních tříd, tak i mezi ročníky), se
zaměřením na mezipředmětové vztahy, opakování učiva, rozšiřující učivo, vzájemnou pomoc
a spolupráci apod." (Základní škola Horácké náměstí, 2021, p. 37)
These strategies are supported by innovative learning methods and philosophies that
are implemented in the school curriculum. The methods and philosophies are Feuersten's
Instrumental Enrichment and Dalton Plan. Both will be discussed in the second part of this
portfolio task.
Should we consider the distribution of tendencies by Pasch (1998), we can see strong
influence of progressivism and reconstructionism in the school's philosophy.
PART 2: THE IMPACT OF EDUCATION PHILOSOPHIES ON LEARNING AND LEARNING
OUTCOMES
a) Outcomes of the subject of focus and their definition in the school curriculum
As the official language of the Czech Republic and a mother tongue to the vast majority
of the pupils, the subject of focus, Czech Language and Literature has a significant
dominance among all the subjects. This is also mentioned in the school education
programme of ZŠ Horácké náměstí 13 (Základní škola Horácké náměstí, 2021, p. 46).
The school education programme corresponds with the Framework Education Programme
and refers to it quite frequently. In the Framework Education Programme, we can find the
subject Czech Language and Literature in the education area called Language and
Communication. "This education area aims to reach and develop the key competences by
leading the pupils to:
• understand the language as a means of historical and cultural development of our
nation, and therefore as an important unifying factor of the community,
• understanding the language as a means of lifelong learning,
• develop positive attitude towards the mother tongue and its use as source of
development of personal and cultural wealth,
• develop a positive attitude towards multilingualism and respectfor cultural
diversity,
• learn the language as a means of providing information,
• learn the common rules of interpersonal communication," (Základní škola Horácké
náměstí, 2021, p. 46)
• etc.
Not only are the skills gained during this subject important for the education area
Language and Communication, but they are also crucial for other education areas, as they
enable the pupils to acquire knowledge in all the school subjects through reading, writing,
listening, speaking and thinking in the official language of the Czech Republic.
The subject Czech Language and Literature is taught in all the grades of both, elementary
and lower-secondary level (from grade 1 to grade 9). Despite the complexity of this subject,
the learning process is, for structural reasons, divided into 3 sub-categories: grammar,
literature, stylistics. However, the school tries to encourage the teachers to connect these
sub-categories together, in order to provide interdisciplinary and more effective learning.
That might be very challenging for the teachers, however, it gives them the freedom of
choice in the topic organisations and forms. The teachers are encouraged to face and
overcome this challenge, despite the complicacy of such procedure: "In our curriculum (SVP)
we try to link these components as closely as possible, because this is where the effectiveness
of teaching lies. This concept naturally places increased demands on teachers, but on the
other hand, it gives them a certain freedom and liberty in the choice of the curriculum,
subtopics and especially methodological procedures for meeting the expected outcomes, or
key." (Základní škola Horácké náměstí, 2021, p. 47)
This shows us a hint of progressivism of this school (Pasch, 1998).
The learning content aims to fulfil the expected learning outcomes set by the Framework
Education Programme with the cooperation of the school philosophies that will be discussed
in the next section (Education philosophies at the school).
b) Education philosophies at the school
The aim of this school is to create a place that motivates pupils to actively learn, to start
a process of lifelong learning, to actively cooperate and enhance pupils' social skills. It
teaches children to ask questions and search for answers, to deal with problems and solve
them, and to gain social skills (Základní škola Horácké náměstí, 2021, p. 6). The creation of
friendly, safe, and welcoming environment is intensively supported, in order to help children
to gain self-confidence and the ability of self-evaluation.
The areas, skills, and qualities this school focuses on, cooperate with the Dalton Plan
that is implemented to the school curriculum. The idea of Dalton plan is to support active
learning process. The development of independence, cooperation skills and responsibility is
emphasised. Pupils are led to learn how to self-evaluate themselves.
The main principles of the Dalton Plan (freedom, responsibility, cooperation) are
implemented into all the subjects taught at this school. In all the lessons, including Czech
language and literature (the subject of focus), specific methods, forms and organisations are
used. In every lesson, there are tasks assigned that the pupils should fulfil during the lesson.
However, children can, for example, choose the order in which they work on the tasks, they
can choose their partners for cooperation, or the place where they work. After they manage
to fulfil the tasks assigned by the teacher, they can choose their next exercise according to
their interests. They choose from a variety of exercises created by the teacher (Základní
škola Horácké náměstí, 2021, p. 36).
Another method that is frequently used in this school's education programme is
Feuerstein's Instrumental Enrichment (FIE). FIE is offered to pupils of the 6t h
and 7t h
grade
as an optional subject in a duration of 45 minutes per week (45 minutes equal to one
standard lesson in Czech schools). The main goal of FIE is the development of cognitive skills
of the pupils. They learn how to perceive various situations from many different angles and
points of view, and thus learn how to solve problems by different means. Feuerstein's
Instrumental Enrichment can be therefore understood as a very dynamic method of
cognition and self-development (Základní škola Horácké náměstí, 2021, p. 124).
PART 3: CURRICULAR INTERPRETATION ON A SELECTED THEMATICUNIT AND LESSON
PLANNING
A) CLASS DESCRIPTION:
My class consists of 24 pupils aged 11-12. While most of the students are intact, there are
also 4 pupils with special needs who have different instances of support measures. Two
pupils are assigned with support measures of 1s t
instance - they require more attention in
the lessons as well as special organization of the tasks. There is one pupil with dyslexia,
therefore they are assigned with support measures of 2n d
instance. This pupil gets different
materials than the rest of the class (e.g., special worksheets), their time is organized
differently (more time for tasks, tests, visiting lessons of special education support organized
by the special needs expert at our school). A shared assistant is used to help this pupil. This
assistant is primarily assigned to a pupil with different mother tongue who also attends this
class. This student is assigned with support measures of 3r d
instance. The pupil is originally
from Afghanistan and their mother tongue is Dari. They and their family arrived in the Czech
Republic more than a year ago and they attend Czech courses in Brno. A significant progress
in speaking and understanding has been made since they arrived. This pupil reached level A2
in Czech and therefore is able to participate in the learning process, with the help of the
support measures.
Other than that, this class is quite motivated and very playful. There is, however, a slight
difference in their psychological development and academic knowledge, compared to
standard 6th
-graders in the past. Specifically, we can name the lack of discipline, heavy
problems with concentration during lessons, problems with verbal expression, which is very
limited, as well as heavily noticed miscommunication. We consider these barriers to be a
result of schooling during the world pandemic. During the following year, we will focus on
these problems.
B) DIDACTICAL ANALYSIS
SUBJECT: Czech Language and Literature
THEMATIC UNIT: grammar - morphology
LEVEL: 6th grade
TOPIC: adjectives - word formation, declination, gradation
TIME DONATION: 3 lessons
OBJECTIVES AND LEARNING OUTCOMES (FOR THE WHOLE UNIT):
1) Cognitive objectives:
1. Students can identify an adjective in a sentence.
2. Students understand the creation of adjective and can create them from nouns
using suffixes and prefixes.
3. Students are able to grade adjectives and distinguish between their comparative and
superlative form.
2) Psychomotor objectives:
1. Students can actively search for information in books or in online and book
dictionaries.
2. Students can create a PowerPoint presentation.
3. Students can write well structured notes.
3) Affective objectives:
1. Students are comfortable with working in groups.
2. Students are not afraid to make a mistake.
3. Students are not afraid to ask for help.
4. Students feel comfortable to evaluate themselves.
KEY COMPETENCES1
:
1) Competence of learning:
Students develop the skills needed in the process of learning.
Students participate in the process of searching information via different means.
Students actively participate in the lessons.
Students are not afraid to ask for help.
2)Competence of problem solving:
Students independently deal with adequately complicated problems and try to solve
them.
Students analyse the chosen text, assess its content, explores similarities and
differences.
Students use teamwork and cooperation when dealing with a problem.
Students actively search for information when creating a presentation.
3) Competence of communication:
Students develop their communication skills in their mother tongue.
Students are enhanced to use grammatically and stylistically correct language.
Students manage to communicate with their classmates in various situations.
Students listen to each other.
Students form and express their own ideas and opinions.
Students enrich their vocabulary using grammatical and literary material.
4) Social and personal competence:
Students work in groups and participate in creating rules of the group.
Students accept help from their classmates and teachers, ask for help or help others.
Students express positive evaluation before constructive criticism, thank others for
recognition of their work, and are happy for the success of the group.
5) Civic competences:
Students have positive attitude towards each other and each other's work.
6) Work competences:
Students have positive attitude towards work.
Students organise their work process.
1
Summarised and translated from Základní škola Horácké náměstí, p. 49-53, (2021)
DETAILED ANALYSIS OFTHETHEMATIC UNIT
In this section, you can find a detailed didactical analysis of the three lessons from the
chosen thematic unit. This section is followed by a sample lesson plan which is created for the
first lesson, Adjectives - Introduction.
The lesson plan corresponds with the didactical analysis shown in the table below. It fulfils
the objectives, works with the facts, concepts and generalisations mentioned in the table, it
also corresponds with the stages of Bloom's Taxonomy, which is described in the section
"Operational Analysis". Because of the potential similarity, the two remaining lessons remain
without a detailed lesson plan. However, the structure of the lesson 2 and lesson 3 is clear from
the Didactical Analysis Table:
TOPIC OBJECTIVES CONCEPTUAL
ANALYSIS
OPERATIONAL
ANALYSIS
(Bloom Tax.)
TEACHING
STRATEGIES
METHODOLOGI-
CAL
NOTES
1.
A
D
J
N
T
R
0
D
U
C
T
1
0
N
Cognitive: Students can
identify an adj. in a
sentence. Students
understand the creation of
adjectives and can create
them from nouns.
Psychomotor: Students
can actively search in
books.
Affective: Students are
comfortable with working
in groups.
Students feel comfortable
to evaluate themselves.
Facts:
Adjectives
belong to
flexible word
classes. We
can decline
them.
Concepts:
adjectives,
nouns, word
class, flexible,
declination
Generalisatio
n: Adjectives
specify
nouns.
Remembering:
What do adjectives
do with nouns?
Understanding:
Read the list of
different
adjectives in your
worksheet.
Applying:
Underline all the
adjectives in the
text.
Analyse: Look at
these nouns and
tell me how we
create adjectives
from them.
Creativity: Create
adjectives from
these words.
Deductive:
Teacher
explains
what
adjectives
are.
Inductive:
Pupils find
the
connection
between
adjectives
and nouns
and
therefore
the purpose
of
adjectives.
Methods: verbal
(explanation),
group work, self-
study
Forms: partly
frontal
(explanation and
introduction),
then cooperative
learning
Aids: pictures,
ball, worksheet,
notebook, student
book
Equipment:
whiteboard,
markers
Evaluation:
control, group
evaluation
2.
A
D
J
D
E
C
L
I
N
Cognitive: Students can
decline adjectives
according to type and
gender using suffixes.
Psychomotor: Students
can create a powerpoint
presentation.
Affective: Students are
not afraid to make
mistakes.
Facts:
Adjectives
can be
divided into
groups
according to
their
declination
type,
meaning and
gender.
Remembering:
What are the
model words for
adjective
declination?
Understanding:
Read the
declination table in
the book and fill in
the missing words
in the second table
with the help of
Deductive:
Teacher
explanation
- model
words in
declination.
Inductive:
Pupils
explore the
different
types of
adjective
Methods: verbal
(explanation),
group work,
Forms: partly
frontal
(explanation),
then cooperative
learning and
socially mediated
learning
A
T
1
0
N
Concepts:
declination,
prefix, suffix,
masculine,
feminine,
neutral
Generalisatio
n: Adjectives
can be
declined
according to
patterns and
models.
your partner and
table 1.
Applying:
1. In groups of 3,
decline the
adjectives in
exercise 1. Use the
table 1 if
necessary.
2. Take one stripe
of paper with an
adjective and put it
in the correct
group on the
whiteboard,
according to the
type of adjective.
Creativity: In
groups of 3,
prepare a
PowerPoint
presentation about
an adjective
declination type of
your choice.
declination
and
summarise
their
findings in
a presenta-
tion.
Socially
mediated
learning:
Pupils learn
from each
other during
the
presentatio
n creation.
Aids: pictures,
book, worksheet,
MS Office
Equipment:
laptops (iPads),
projector
Evaluation:
Formative control
questions,
verbal evaluation,
group discussion
3.
A
D
J
G
R
A
D
A
T
1
0
N
Cognitive: Students are
able to grade adjectives
and distinguish between
their comparative and
superlative form.
Psychomotor: Students
can write well structured
notes.
Affective: Students are
not afraid to make a
mistake.
Students are not afraid to
ask for help.
Facts:
Adjectives
can be
graded.
Adjectives
have three
stages of
gradation.
Concepts:
gradation,
positive,
comparative,
superlative,
suffix,
regular,
irregular
Generalisatio
n: The
gradation of
adjectives
Remembering:
What are the three
stages of
gradation?
Understanding:
Look at the
examples of
gradation.
Applying: Correct
the mistakes in the
gradation.
Find your partners
- Create groups
(groups of 3)
according to the
gradation of the
adjective you have
on your list.
Deductive:
Teacher
explanation
and
introduction
of the topic.
Inductive:
Pupils
search for
similarities
and
differences
in the
gradation in
order to
distinguish
between
different
types of
gradation.
Methods: verbal
(explanation),
individual work,
group work,
Forms: frontal,
cooperative
learning
Aids: Workbook,
paper stripes with
graded adjectives,
notebook
Evaluation: Self-
assessment,
correct-check
together
can be
regular and
irregular.
Analyse: Look at Socially
the graded mediated
adjectives and tell learning:
me the most Pupils help
common suffixes each other
we use in the to learn
gradation. about
Creativity: Grade
gradation.
these adjectives.
Create your notes
about the
gradation of
adjectives.
c) SAMPLE LESSON PLAN
This chapter offers a detailed plan of the lesson called Adjectives - Introduction. For better
organisation and structure, the corresponding part of the Didactical Analysis table is recopied
here. The table offers an overview on the lesson considering the objectives,
conceptual analysis, operational analysis, teaching strategies and methodological notes.
The lesson plan itself is enriched by corresponding key competences that are developed by
the tasks, as well as of my personal aims for each task. These personal aims should not be
understood as the objectives. While the objectives are focused on the students, my aims
consider only me as a teacher, my ideal personal achievements and the steps I would take in
the process of teaching. Writing my personal aims down helps me to focus on things
I wouldn't like to forget and the things I would like to emphasise during my lessons.
TOPIC OBJECTIVES CONCEPTUAL
ANALYSIS
OPERATIONAL
ANALYSIS
(Bloom Tax.)
TEACHING
STRATEGIES
METHODOLOGI-
CAL
NOTES
1.
A
D
J
N
T
R
0
D
U
C
T
1
0
N
Cognitive: Students can
identify an adj. in a
sentence. Students
understand the creation of
adjectives and can create
them from nouns.
Psychomotor: Students
can actively search in
books.
Affective: Students are
comfortable with working
in groups.
Students feel comfortable
to evaluate themselves.
Facts:
Adjectives
belong to
flexible word
classes. We
can decline
them.
Concepts:
adjectives,
nouns, word
class, flexible,
declination
Generalisatio
n: Adjectives
specify
nouns.
Remembering:
What do adjectives
do with nouns?
Understanding:
Read the list of
different
adjectives in your
worksheet.
Applying:
Underline all the
adjectives in the
text.
Analyse: Look at
these nouns and
tell me how we
create adjectives
from them.
Creativity: Create
adjectives from
these words.
Deductive:
Teacher
explains
what
adjectives
are.
Inductive:
Pupils find
the
connection
between
adjectives
and nouns
and
therefore
the purpose
of
adjectives.
Methods: verbal
(explanation),
group work, self-
study
Forms: partly
frontal
(explanation and
introduction),
then cooperative
learning
Aids: pictures,
ball, worksheet,
notebook, student
book
Equipment:
whiteboard,
markers
Evaluation:
control, group
evaluation
LESSON 1: ADJECTIVES - INTRODUCTION
1. INTRODUCTION
My aims: introduce the topic, connect the concepts (word class, noun, adjective, flexible),
describe adjectives on simple examples, don't forget to emphasise the connection with
nouns
Key competences: Competence of learning, work competence,
"Today we will talk about a new word class. Do you remember what a word class is? Can
you name any?...
Our topic is Adjectives. You know them very well. Some examples of adjectives are...
Adjectives belong to flexible word classes - we can change them and transform them,
according to... For example,...
They develop the meaning of nouns. They specify nouns, that means that... We will look at
the purpose of adjectives in the next activity."
2. WARM-UP:
My aims: activate the children, create positive atmosphere, make them realise the
purpose of adjectives, join the game
Bloom's taxonomy: remembering
Key competences: competence of learning, competence of communication,
"/ will hang some pictures on the board. They show different things. Think about how they
look like and how we can specify them (for example: a shoe - old, dirty, broken, etc.). Then
I will throw a ball to some of you. When you catch the ball, you have to choose one picture
and tell us one word that specifies it."
3. WORKSHEET: "Here is a worksheet for you. Take one and pass the rest by."
My aims: practise the topic on worksheet tasks, make them understand the topic, make
them feel free to ask question and ask for help, let them cooperate, give a different
worksheet to the pupil with dyslexia and with different mother tongue, check on their
work with the assistant
Key competences: competence of learning, competence of problem solving, competence
of communication, work competence, social and interpersonal competence, civic
competence
a) Exercise 1
Bloom's taxonomy: understanding
"We will look at the first exercise. There is a list of different adjectives (e.g., beautiful,
ugly, clean, dirty, etc.). Read the list and write a plus sign (+), minus sign (-) or an "n"
above each adjective according to the meaning of the adjectives - is the meaning positive,
neutral or negative?"
b) Quick check: "Now we I will ask some of you to tell us how you understand the
meaning of these adjectives. The rest will listen and tell me if you agree or disagree."
c)Exercise 2
Bloom's taxonomy: applying
"Now we will look at exercise 2.
and underline all the adjectives,
words."
d) Check: Reading together and
with the rest of the class.
e) Exercise 3
Bloom's taxonomy: analysing
"In exercise number 3 we see a different word class. Can someone tell me which word class
it is?" Leading them to the answer: nouns.
"Yes, these are nouns. How can we transform them into adjectives? Can you think about
You can see a short text there. Read the text on your own
Raise your hand if you don't understand some of the
checking the underlined adjectives. Evaluation together
adjectives createdfrom these words?" Waiting for the answer: we have to add some
letters in front of the word or after it.
"Yes, these letters we call suffixes and prefixes." Followed by a written explanation on the
board.
Bloom's taxonomy: creating
"Now, please, create groups of two or three. Find a place to work with your group. You
can sit wherever you want, even on the floor." This corresponds with the principles of
Dalton Plan this school practises.
"Your task is to create adjectives from these nouns by using different prefixes and suffixes.
(Krása + -ný = krásný, krása + pře- + -ný = překrásný, etc.) Try to create as many words as
you can together with your partners."
f) Evaluation: writing examples of their words on the board, group evaluation.
4. NOTES:
My aims: children search for the information and create their own notes, helping the
children manage to find the information
Key competences: competence of learning, work competence
"Open your student books at page xx, where you can see the summary of our topic. Leave
your books open and open your notebooks as well. Your task is to write a new headline for
this topic and write down two most important things about adjectives into your
notebooks. Use the page xx to find out the information."
5. SUMMARY:
My aims: make sure they understand the topic, end the lesson in a positive mood
"Now we will try the creation of adjectives the other way round. I will throw a ball to some
of you, and I will tell you an adjective. Try to make nouns from them (e.g., líný -> lenost)."
PRACOVNÍ LIST - PŘÍDAVNÁ JMÉNA
1. Přečtěte si tato přídavná jména. Rozhodněte, jestli mají pozitivní, neutrální nebo
negativní význam. Pokud si nejste jistí, zkuste si s přídavným jménem říct i podstatné
jméno. Například vysoký - strom.
hezký, zdravá, nemocné, vstřícná, mladý, moderní, rozbité, zkažený, starý, chutná, rozthrané,
dobrosrdečná, plesnivé, čistá, voňavý, hodný, zlý, ošklivé, nechutná, chytrá, hloupé,
staromódni, lakomý, zničené, moudrá, vychytralá, zvědavý, čestný, krutá, elegantní,
chladnokrevná, lstivý, povýšená, žárlivý
2. Přečtěte si následující text. Vyhledejte a zakroužkujte v něm všechna přídavná jména.
Alenka. Dokud ještě byla s rodiči ve své rodné Anglii, říkali jí Alice - už začínala mít dost toho
nečinného sedění vedle sestry na břehu řeky: jednou nebo dvakrát nahlédla do staré knížky,
kterou sestra četla, ale tam nebyly vůbec žádné obrázky nebo rozmluvy - "a co je po staré
knížce," myslila si Alenka, "ve které nejsou pěkné obrázky, ba ani rozmluvy?" Přemýšlela tedy
jak nejlépe mohla, neboť byl horký letní den, a proto byla ospalá a hloupá - stojí-li pěkný
květinový věneček za to, aby vstala a sbírala luční květinky. Když tu náhle kolem ní přeběhl
Bílý Králík s dlouhýma červenýma očima.
V tom nebylo nic tak velmi podivuhodného; a malá Alenka v tom neviděla nic tak velmi
zvláštního, ani když slyšela, jak si Králík k sobě říká: "Bože, bože! Bože, bože! Já hloupý jistě
přijdu pozdě!" (Když o tom přemýšlela později, napadlo jí, že se nad tím měla pozastavit; v tu
chvíli se jí to však zdálo docela normální a přirozené.) Ale když Králík skutečně vytáhl staré
zlaté hodinky z malinké kapsičky u vesty, podíval se na ně a pospíchal dále, vyskočila
překvapená Alenka údivem, neboť jí prolétlo hlavou, že nikdy předtím neviděla žádného
králíka, který by měl kapsičku u vesty, nebo zlaté hodinky, které by z malinkaté vesty mohl
vytáhnout; a hoříc zvědavostí, běžela za ním přes pole a naštěstí doběhla ještě včas, aby
viděla, jak vskočil do velké temné králičí díry pod mezí.2
3. Z následujících podstatných jmen vytvořte přídavná jména. Používejte různé předpony a
přípony. Zkuste vytvořit co nejvíce přídavných jmen.
Příklad:
krása: krásný, překrásný, krásná, krásnější, nejkrásnější
Zloba:
Čistota:
Lakomec:
Nádhera:
Převzato a upraveno z: Carroll, L, Sůvová, P. (Ed.). (2010). Alenka v říši divů. Sova Libris.
PRACOVNÍ LIST - ŽÁK S OMJ A ŽÁK S DYSLEXIÍ
1. Čti tato slova. Mají pozitivní, neutrální, nebo negativní význam? Napiš nad slova značku:
+ pozitivní, - negativní, n neutrální.
+ - n
Příklad: milý, zlobivý, moderní
hezký, zdravá, nemocné, mladý, moderní, rozbité, zkažený, starý, chutná, rozthrané,
dobrosrdečná, plesnivé, čistá, voňavý, hodný, zlý, ošklivé, nechutná, chytrá, hloupé,
lakomý, moudrá, vychytralá, zvědavý, čestný, krutá, elegantní,
2. Doplň písmena do slov podle rodu podstatného jména.
Příklad: Milý pán. Milá paní. Milé_děvče.
Hezk chlapec. Hezk dívka. Hezk dítě. Mlad muž. Nov auto. Špinav talíř.
Chytr Anička. Pěkn výlet. Dlouh zima. Studen vítr. Ospal Petr. Siln káva.
Chutn jídlo. Dobr film. Slan polévka. Star paní. Tepl léto. Roztomil štěně.
3. Zkontroluj si cvičení číslo 2 tak, že si na každé podstatné jméno ukážeš slovy ten, ta,
nebo to.
Příklad: TEN hezký chlapec. TA hezká dívka. TO hezké dítě.
4. Ve dvojici zakroužkujte všechna přídavná jména v textu.
Dnes je krásný a horký den. Po cestě ze školy jsem viděl starý zmrzlinový stánek. Objednal
jsem si velkou porci jahodové zmrzliny, protože jsem se chtěl v horkém dni osvěžit. Milý pan
prodavač se na mě usmál a velkou zmrzlinovou lžící nabral obrovskou porci zmrzliny, kterou
mi hned předal do mých nedočkavých rukou. Těšil jsem se, že mě studená zmrzlina osvěží.
Poděkoval jsem, protože jsem slušný, a chtěl jsem odejít. Ale v tom mě milý pan prodavač
zastavil: "Ty jeden zlobivý kluku! Ještě musíš zaplatit!"
A mně došlo, že je má peněženka prázdná.
Bibliografie
Carroll, L., & Sůvová, P. (2010). Alenka v říši divů. Sova Libris.
Pasch, M. (1998). Od vzdělávacího programu k vyučovací hodině. Praha: Portál.
Základní škola Horácké náměstí. (2021). Školní vzdělávací program pro základní vzdělávání
AMOSEK. Retrieved from ZŠ Horácké náměstí: https://www.zshoracke.org/dokumenty