Barbora Batokova

Czech Me Out
Čeština
English
Deutsch
Español
Русский язык
Barbora Batokova
Graduate Design Studio I.
Professor Dan Boyarski
Carnegie Mellon University School of Design
Pittsburgh, PA
September 2009
My cat Lua loved my sketches.
Anytime I would spread them out
for reference, she would immediately
lay on them.
Contents
Assignment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Idea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Gathering Language Data. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Visualization. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Going Digital . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Compiling Personal Lists. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
List Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Multiple Layers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Lessons Learned. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Final Poster. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Sketch 1a shows three of the first
lists: Places of Residence (Location),
Places I Visited (Location) and Places
I Have Been To (Category/Location +
Alphabet).
Sketch 1b shows the Schools I
Attended (Time) list, which became
the basis for my self-portrait. The
left corner shows a little bit of the
Fruits & Vegetables I Like (Alphabet
+ Category) list.
Page 4
Assignment
The first Graduate Studio 1 assignment was to create a self-portrait
that would make use of at least two of R.S. Wurman’s five hat
racks. The assignment could either be executed as a large-format
poster or in a digital form, as a self-running movie.
Creating such a poster/movie was ultimately an information design
problem; things to consider included the goal of the entire piece,
which data to include, how to organize it as well as the audience
and their expectations.
The first step of the creative process was writing down various
personal lists according to the five hat racks. (Sketch 1a & 1b)
Five Hat Racks
The concept was developed
by Richard Saul Wurman
in his book Information
Anxiety [1989].
Also known as latch,
the concept organizes
information in five ways:
Location: spatial references
Alphabet: alphabetical sequence
Time: chronological sequence
Category: relatedness, similarity
Hierarchy: importance
Idea
Since the educational institutions I have attended and the foreign
languages I have studied very much define who I am today,
I decided to make a poster that would be my educational resume
in a form of a time line. The two primary hat racks I worked with
were time and category.
Self-Portrait
A portrait or description of
an artist, writer, etc. created
by himself of herself.
~Concise Oxford Dictionary
Page 5
Sketch 2a shows the amount of hours
per week for each language. The vertical
black line indicates the change from
recording the data visually to using
numbers.
Sketch 2b shows the overall totals of
hours per week by language during my
attempt to simplify the complex data.
Page 6
Gathering Language Data
After deciding on the general format of my self-portrait, I started
calculating the amount of hours per week for each language.
I started off representing each hour as a square; however, as soon
as I got to my sophomore year of high school, I was facing the first
design problem. I realized I would have to create 109 squares for
English, which due to the size of the poster was not feasible.
I continued gathering the data in a numerical form. (Sketch 2a)
To simplify the data, I considered creating larger chunks of
information by grouping all hours for one language together or
by creating larger time periods (Sketch 2b), which would mean
abandoning the year-by-year time line that would also track
the educational institutions I attended over time. However, this
approach presented another design problem: “How to preserve the
variety of languages over time, since English and Czech were so
dominant?”
Page 7
Graph 1 (far left) shows the input of
the raw data: number of hours for each
language per week.
Sketch 3 was an attempt to increase
the area occupied by Russian, Spanish
and German so that they wouldn’t get
lost among the Czech and English.
Sketch 4 was an attempt to address
the fluid concept of a language and
my switching back and forth, as well
as still trying to solve the “do-not-losediversity” problem.
0
50
100
150
200
Sketch 5 shows the intensity from 1-5
for each language. To better illustrate
the shift from Czech to English and
to maintain the hierarchy of stacking
languages from the earliest to the latest,
I moved Czech to the bottom in the
digital version.
Page 8
Visualization
The process of simplifying the gathered data was directly affected
by the various ideas I had for visualizing it. I used both digital
sketching using Adobe Illustrator CS4 and hand sketching to come
up with various concepts. (Graph 1, Sketch 3 & 4)
Since I was not ready to discard the educational institutions,
after trying multiple approaches to visualizing the data, I realized
I could reduce the specificity of the time spent in each language.
I created a scale of intensity from 1-5 and assigned each year the
appropriate number, thus preserving both yearly time line and the
variety of languages. (Sketch 5)
Page 9
Color Spectrums
Čeština
English
Deutsch
Español
C: 0% M: 100% Y: 80% K: 40%
C: 0% M: 100% Y: 80% K: 25%
C: 0% M: 90% Y: 75% K: 15%
C: 0% M: 75% Y: 60% K: 15%
C: 0% M: 45% Y: 35% K: 5%
C: 90% M: 50% Y: 0% K: 30%
C: 75% M: 50% Y: 0% K: 10%
C: 70% M: 35% Y: 0% K: 5%
C: 50% M: 25% Y: 0% K: 5%
C: 30% M: 5% Y: 0% K: 5%
C: 100% M: 0% Y: 80% K: 40%
C: 75% M: 0% Y: 75% K: 35%
C: 65% M: 0% Y: 65% K: 30%
C: 55% M: 0% Y: 60% K: 5%
C: 45% M: 0% Y: 45% K: 0%
C: 0% M: 40% Y:
C: 0% M: 30% Y:
C: 0% M: 25% Y:
C: 0% M: 20% Y:
C: 0% M: 15% Y:
Kepler Std
Semicondensed
Size: 9.6 pt
Leading: 10 pt
Tracking: -15
DIN 30640 Std
Neuzeit Grotesk Light
ITC Officina Sans Std
Book
Size: 9.5 pt
Leading: 10 pt
Tracking: -10
Русский язык
100% K: 0%
100% K: 0%
95% K: 0%
90% K: 0%
80% K: 0%
C: 75% M: 100% Y: 30% K: 20%
C: 70% M: 95% Y: 25% K: 10%
C: 65% M: 85% Y: 25% K: 5%
C: 55% M: 75% Y: 20% K: 5%
C: 35% M: 50% Y: 10% K: 0%
Typefaces
Chaparral Pro
Regular
Size: 9.5 pt
Leading: 10 pt
Tracking: -10
Page 10
Size: 9 pt
Leading: 10 pt
Tracking: 0
Arno Pro
Regular
Size: 11 pt
Leading: 10 pt
Tracking: 0
Going Digital
Before I could create the language grid based on Sketch 5 in
Adobe Illustrator CS4, I picked a color for each language and
created the color spectrums. The color of each language is not
random; I associate that particular language with that color.
When I showed the first digital version of the poster during group
critique, multiple people suggested I could fill the individual blocks
with some text to give the poster another layer of meaning. Having
had the idea before myself, I decided to go along with it.
After creating the basic grid in Illustrator, I imported the file into
Adobe InDesign CS4 to have greater control over the large amount
of text that would be included. However, after realizing that I
would have to create a text box on top of each color block (which
would make alignment especially time-consuming), I decided to
just copy and paste the color blocks from Illustrator into InDesign,
thus preserving the editability of the blocks. Now I could include
the text inside the color blocks.
I picked out the typefaces, point size, tracking and leading for each
language before I started gathering the actual text for the blocks,
because I needed to know how much content I would need.
Page 11
Sketch 6 maps out the distribution of the various personal lists.
Page 12
Compiling Personal Lists
Once I had the specific structure of the poster in a digital form,
I went back to sketching to plan out the specific personal content
that would be included in the individual blocks. (Sketch 6)
My mother helped me with the lists from my childhood,
as most of my personal records are in the Czech Republic.
List Content
Czech
1.
2.
3.
4.
5.
6.
7.
8.
English
First words.
Typical Czech songs.
Text from “Slabikář.”
Simple grammar exercise.
First books I read.
Detective stories I read.
Ancient Egyptian novels I read.
Article about 9/11 I wrote for a
Czech newspaper.
9. H.S. Exit Exam - Czech authors.
10. Google chats with my mother.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Spanish
German
1. Common Spanish expressions.
2. H.S. Exit Exam topics.
3. Topics covered in Spanish 201.
English poems learned by heart.
Basic interactions.
First irregular verbs.
Grammar topics.
Literature from English class.
H.S. Exit Exam - Literature.
English 101
Communiqué article headlines.
Bachelor thesis conclusion.
Key conflict resolution terms.
Grad Design Seminar readings.
1. Common German expressions.
Russian
1. Common Russian expressions.
Page 13
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día en el campo. En la playa. La
vida al aire libre. Los grandes
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1. La familia 2. La alimentación equilibrada 3. España 4. Paíse
de Latinoamérica 5. Los deportes 6. Un guía turístico de paí
7. Las maravillas del mundo 8. Los principales medios de comu
nicación 9. Mi idolo 10. Los principales problemas medioam
bientales 11. Los símbolos, festividades o tradiciones típica
españolas 12. La literatura española 13. La educación 14. E
propio sistema educativo 15. Los principales medios de trans
porte 16. El instituto de enseñanza secundaria internaciona
17. La geografía española 18. Los sucesos más importante
del siglo XX. 19. El mundo universitario 20. Las películas 21
Las mujeres en el mundo 22. Los conflictos en la socieda
23. El arte español 24. Las comidas españolas 25. Los jóvene
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e Adventures
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e fácil,
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e Artist - el
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ite
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едет
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atgroß,
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ank,
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schlafen,
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essen. Th
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есть
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сколько
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ahaaa
uous.
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continuous
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and Past
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perfect.
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of tardes!
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e¡Muy
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10:21La
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me: halo
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qué
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Perspective
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particular
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ntinuous.
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past.
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e Merchant
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ThLa
ea Bridegroom
ie
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schön!
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heißt
du?
heiße
Sprechen
Englisch?
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du?
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komme
aus
Tábor.
me:
jj i Shakespeare,
novej
monitor?
vsechno?
mi
abuela.
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amarillo,
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ne
in
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bin
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Jahre
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Glück!
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das?
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weiß
nicht.Mácha,
Monect.
Have
got and
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Present
tenses
the alt.
future.
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going
to.
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I will and
am going Viel
to.světoznámého
Future
perfect.
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be doing
will
TheJosef
Rye
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Salinger,
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Sergeyevich
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e Necklace
Maupassan
protoze
mi
projde
nezde
dokoncim
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ter,
eland
vestido,
laEntschuldigung.
falda,
la chaqueta,
la camiseta,
el cinturón,
losPushkin,
zapatos,
botas,
la- Guy
corbata,
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v knihovně,
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Není
kouře
bez
milionů
let;Natürlich.
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III.
–I Bitva
World
Trade
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Jungmann,
František
Donnerstag,
Freitag,
Samstag,
Sonnstag.
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Familie:
Vater,and
dercould
Bruder,
Schwester,
der
die
Großmutter,
Tante,
der
Onkel,
der
hen
I do/When
I’ve
done.
When
and
if. Kapsa
Modals:
Can,
could
and
be able der
Could
have.
Must
MayGroßvater,
and
might.okolo
Have
to
World
- Aldous
Julius
A Song
on the
of theelWorld
Czeslaw
Milosz,
I PM
am Goya
Andre
i ze-el
dne
na den
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kdayz
sis p
las
gafas,
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gunates,
la
bufanda.
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Animales:
el perro,
el gato,
el End
conejo,
pez,
caballo,
la
tortuga,
el -camell
?,
Nultá
hodina,
Oznamuje
se vražda,
plná
žita,
N čidie
M?,Mutter,
uto.Kadeše;
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IV.
–die
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narazilo
8. and
45 must.
Palacký,
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Čelakovský,
Karel
Jaromír
Erben,
Josef
Page
14
rben:
rot, grün,
blau,
weiß,
schwarz,
orange,
rosa,
braun,you...?
grau,
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T-Shirt,
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dieAdjetivos:
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die Weste,
dieShakespeare,
and
needn’t.
Should.
Had
better.
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Would.
Can/Could/Would
Requests,
offers, permission
anddie
invitations.
Ifder
I doHut,
… nedocházelo
Ifden
I did.
If I knew…
Caesar
- William
Voznesensky,
Two
Friends - Guy
de
Th1:14
e Ultimate
Safar
me:
24.Maupassant,
Mamka: hm
PM mam
fante.
Los
pequeño,
grande,
joven,
mayor,Božena
bueno,
correcto,
equivocado,
frío,
caliente,
bonito,
largo,
fuera
Paddingtonu,
Prasklé
zrcadlo,
Karibské
tajemství,
Třetí
dívka,
Abú- lila.
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V.das
– Pod
hodin
Kajetán
Tyl,
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Borovský,
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Jan
Kleid,
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die
Brille,
die
der
Pullover,
die
Handschuhe,
der
Schal,
die
Jacke.–tags.
Die Tiere:
Hund,
die
Giraffe,
Elefant,
If I had
known.
Passive.
It Handtasche,
issmrti,
said that.
Reported
speech.
Questions
and auxiliary
verbs.
Question
Verb
-ing.
Verb
+die
to.
Verb
+ der
to orVogel,
–ing.
TheKarolína
Joyder
Luck
Club
-Svatopluk
Amy
- Nadine
The Diameter
of sucio,
the Bomb
- Yehuda
|seco,
11:42
ulimpio,
spolujezdce,
tam
nesedim
pasado,
último,
cerca,
bajo,
alto,
nuevo
fácil,Tan,
viejo,
difícil,
duro,Gordimer,
ligero, pesado,
lleno,
vacío,Amicha
Muž
v die
mlze;
P.D.Wish.
James:
Pachuť
Vraždy
podle
návodu,
západní
akácií;
Egypťanky
mi,+der
co
se
stalo.
AžKatze,
když
jsme
Neruda,
Světlá,
Čech,
Jaroslav
Vrchlický,
University
Mediators
Beyond
Carnegie Mellon
Multiple Layers
The poster has a micro and macro perspective, each
communicating different information. The macro perspective
demonstrates the variety and intensity of the foreign languages
I have studied overtime, as well as the overall shift from my
primarily functioning in Czech to primarily functioning in English.
The micro perspective, which is more personal, reveals book
lists, grammar topics, words, phrases and other language content
that is specific to each language and time period. Since the text is
barely visible from farther away, the viewer has to step in closer to
discover the second layer of meaning.
Page 15
Test Prints were used to test out the
font size and determine whether the
poster can be scaled down to 36 inches
in width. However, the text in the boxes
wasn’t legible and therefore the poster
had to be printed in its original size:
522/3 by 181/3 inches (316p by 110p).
Page 16
Lessons Learned
Lesson 1
Don’t double check. Triple check.
After checking the final version twice, I decided to make the font
of the two bottom boxes one point larger. Unfortunately I only
checked the right box. When I received the final print, I found out
the word “childhood” was cut off to “child-.”
Lesson 2
Learn how to satisfice.
Since I didn’t have enough time to reprint, I trimmed the white
background with the cut-off text. The generous amount of white
space around the poster was enough to make the content pop out.
Lesson 3
Mix colors from three inks whenever possible.
When colors are mixed from all four inks, they might print out
grainy. This was especially true for the darker reds and the darkest
blue. Once mixed from three inks, the colors were less grainy and
the text was easier to read.
Lesson 4
Feedback from peers is invaluable.
Throughout the entire process, the feedback from my peers
proved to be invaluable. Not only do they offer fresh eyes for visual
characteristics, they help clarify the overall message of the piece.
Page 17
Čeština
English
Español
Deutsch
Barbora Batokova
Czech Me Out
Да, Нет, Здравствуйте, привет, Доброе утро, Добрый День,
Добрый вечер, Спокойной ночи, До Свидания, Увидимся
скоро, Пожалуйста, Спасибо, Простите, извините, Простите,
Поздравляю. Числа: один, два, три, четыр, пять, шесть, семь,
восемь, девять, десять. Дни: понедельник, вторник, среда,
четверг, пятница, суббота, воскресенье. Как тебя зовут?
Меня зовут Барбора. Как поживаешь? Хорошо, а как ты? Вы
понимаете? Я тебя понимаю. Говорите ли вы по-английски?
Я говорю по-английски. У меня есть брат. Я слушаю музыку.
Что это? Сколько вам лет? Что вы хотите? Где вы живёте? Я
живу в Праге. Где вы работаете? Я работаю в школе. Он едет
домой. У тебя есть дети? У меня нет детей. сколько стоит?
Русский язык
¿Hola, qué tal? ¡Buenos días! ¡Buenas tardes! ¿Cómo estás? ¡Muy bien, gracias! ¡Nos vemos mañana
hermano, mi abuela. Los Colores: amarillo, azul, blanco, gris, negro, rojo, morado, verde, anaranja
ter, el vestido, la falda, la chaqueta, la camiseta, el sombrero, el cinturón, los zapatos, las botas, la
las gafas, los gunates, la bufanda. Los Animales: el perro, el gato, el conejo, el pez, el caballo, la
fante. Los Adjetivos: pequeño, grande, joven, mayor, bueno, correcto, equivocado, frío, caliente, b
pasado, último, cerca, bajo, alto, nuevo fácil, viejo, difícil, duro, ligero, pesado, limpio, sucio, ll
feliz, contento, cansado, triste, preocupado, enfermo, sano, amable, simpático. Los Trabajos: el p
carnicero, el camarero, el detective, el pinto, el carpintero, el juez, el reportero. Las Frutas: la manz
la lima, el melocotón, el aguacate, la pera, el melón, la piña, el coco, el mango, la cerezas, la uv
etales: las aceitunas, la lechuga, al maíz, el champiñon, el tomate, las patatas, la cebolla, el ajo, la
guisantes, la calabaza, los pepinos, la alcachofa, el pimiento, los espárragos, la berenjena. El Cuer
boca, los labios, la barbilla, los brazos, las piernas, las rodillas, la muñeca, las manos, los dedos, los
Eins, zwei drei, vier, fünf, sechs, sieben, acht, neun, zehn, elf ,zwölf, dreizehn, vierzehn, fünfzehn, sechzehn, siebzehn, achtzehn, neunzehn, zwanzig. Guten Tag! Guten Morgen! Guten
Abend! Guten Nacht! Wie geht’s? Auf Wiedersehen. Tschüs! Bitte! Danke schön! Wie heißt du? Ich heiße Barbora. Sprechen Sie Englisch? Ja. Woher kommst du? Ich komme aus Tábor.
Wo wohnst du? Ich wohne in Pittsburgh. Wie alt bist du? Ich bin 24 Jahre alt. Kannst du mir helfen? Natürlich. Willkommen! Viel Glück! Was ist das? Ich weiß nicht. Entschuldigung. Montag, Dienstag, Mittwoch, Donnerstag, Freitag, Samstag, Sonnstag. Die Familie: die Mutter, der Vater, der Bruder, die Schwester, der Großvater, die Großmutter, die Tante, der Onkel, der
Sohn, die Tochter. Die Farben: rot, grün, blau, weiß, schwarz, gelb, orange, rosa, braun, grau, lila. Die Kleidung: das T-Shirt, die Hosen, der Hut, den Anzug, die Krawatte, die Weste, die
Schuhe, der Gürtel, das Kleid, die Bluse, die Brille, die Handtasche, der Pullover, die Handschuhe, der Schal, die Jacke. Die Tiere: der Hund, die Katze, der Vogel, die Giraffe, der Elefant,
das Zebra, der Löwe, die Gans, der Pinguin, der Schwan, die Eule, der Fuchs, der Wolf. Las Obst: der Apfel, die Banane, die Apfelsine, die Birne, der Pfirsch, die Pflaume, die Zitrone,
die Limone, die Wassermelone, die Weintrauben, die Erdbeere, die Kirschen, die Himbeere. Das Gemüse: der Kopfsalat, die Kartoffeln, der Mais, die Tomate, der Pilz, die Zwiebel, die
Knoblauchzehe, die Karotte, der Brokkoli, der Paprika, die Gurke. Der Körper: der Arm, das Bein, die Brust, der Finger, der Fuss das Gesicht, der Hals, die Hand, die Hüfte, das Knie der
Knöchel, der Kopf, die Schulter, die Taille, die Zehe. Der Beruf: der Bäcker, der Metzger, der Feuerwhermann, der Richter, der Maler, der Kellner, der Tischler, der Polizist, die Lehrerin,
der Arbeiter, der Pilot, der Gärtner, der Buchführer, der Arzt, die Krankenschwester, der Direktor. Die Adjektive: klein, groß, jung, alten, neu, hoch, kurz, klar, dunkel, schön, übel, farbig,
schnell, langsam, voll, frei, warm, kalt, gesund, krank, lieb. Die Verba: gehen, laufen, kochen, grüßen, machen, arbeiten, singen, sprechen, schreiben. schlafen, fliegen, springen, essen.
There’s a man on the moon, and his name is Mr. Spoon. Moo cow, moo cow. How are you, cow? Very well. Thank You.
Moo, moo. One, two, buckle my shoe; three, four, knock at the door; five, six, pick up sticks; seven, eight, lay them
straight; nine, ten, a big fat hen; eleven, twelve, dig and delve; thirteen, fourteen, maids a-courting; fifteen, sixteen,
maids in the kitchen; seventeen, eighteen, maids a-waiting; nineteen, twenty, my plate’s empty. Jack and Jill went up
the hill to fetch a pail of water, Jack fell down and broke his crown, and Jill came tumbling after. Mother, mother I am
ill; call for the doctor from over the hill. Happy birthday to you, happy birthday to you, happy birthday dear Renata,
happy birthday to you. London’s burning, London’s burning. Fetch the engine, fetch the engine. Fire, fire! Fire, fire!
Pour on water, pour on water. London’s burning, London’s burning. Row, row, row your boat, gently down the stream.
Merrily, merrily, merrily, merrily, life is but a dream. There’s a man on the moon, and his name is Mr. Spoon. Moo
cow, moo cow. How are you, cow? Very well. Thank You. Moo, moo. One, two, buckle my shoe; three, four, knock at
the door; five, six, pick up sticks; seven, eight, lay them straight; nine, ten, a big fat hen; eleven, twelve, dig and delve;
thirteen, fourteen, maids a-courting; fifteen, sixteen, maids in the kitchen; seventeen, eighteen, maids a-waiting;
hou-pa, houťa, pipi, pepi, papa, mama, tata, baba, k-ko-kom-komí-pomín, pichnechna, houpa, houťa, pipi, pepi, papa, mama, tata, baba, k-ko-kom-komí-pomín, pichnechna, hou-pa,
houťa, pipi, pepi, papa, mama, tata, baba, k-ko-kom-komí-pomín, pichnechna, hou-pa, houťa,
pipi, pepi, papa, mama, tata, baba, k-ko-kom-komí-pomín, pichnechna, hou-pa, houťa, pipi,
pepi, papa, mama, tata, baba, k-ko-kom-komí-pomín, pichnechna, hou-pa, houťa, pipi, pepi,
papa, mama, tata, baba, k-ko-kom-komí-pomín, pichnechna, hou-pa, houťa, pipi, pepi, papa,
mama, tata, baba, k-ko-kom-komí-pomín, pichnechna, hou-pa, houťa, pipi, pepi, papa, mama,
tata, baba, k-ko-kom-komí-pomín, pichnechna, hou-pa, houťa, pipi, pepi, papa, mama, tata,
baba, k-ko-kom-komí-pomín, pichnechna, hou-pa, houťa, pipi, pepi, papa, mama, tata, baba,
k-ko-kom-komí-pomín, pichnechna, hou-pa, houťa, pipi, pepi, papa, mama, tata, baba, k-kokom-komí-pomín, pichnechna, hou-pa, houťa, pipi, pepi, papa, mama, tata, baba, k-ko-komkomí-pomín, pichnechna, hou-pa, houťa, pipi, pepi, papa, mama, tata, baba, k-ko-kom-komí-
Skákal pes, přes oves, přes zelenou louku, šel za ním myslivec, péro na klobouku. Pejsku
náš, co děláš, žes tak vesel stále. Řek bych vám, nevím sám, hop a skákal dále. Ten náš pes,
skákal dnes, skákal také včera, bude as, skákat zas, z rána do večera. Prší, prší, jen se leje,
kam koníčky pojedeme? Pojedeme na luka, až kukačka zakuká. Kukačka už zakukala, má panenka zaplakala. Kukačko ty nekukej, má panenko neplakej! Pec nám spadla, pec nám spadla,
kdopak nám ji postaví? Starý pecař není doma a mladý to neumí. Zavoláme na dědečka, ten
má velké kladivo, dá do toho čtyři rány a už je to hotovo. Pasu, pasu koníčky, střídám při tom
nožičky, nejdřív jedna potom druhá, zacvičte si se mnou oba. Jedna, druhá nožička a už dělám
koníčka. Meleme, meleme mouku, v červeném klobouku. Co namelem, to prodáme,mlynáři nic
nedáme. Tančila myšička , tančila až se jí hlavička točila. Sedla si , zdřímla si, poslyšte děti ,
co se jí zdálo, že se velká kola točí a že bičem práská kočí, sluníčko že krásně svítí, na louce je
plno kvítí. A v tom něco uhodilo a to myšku probudilo. Kolo, kolo mlýnský, za čtyři rýnský.
Nursery
Kindergarten
Ema má maso. Máma má mísu.
My máme mámu. Máme i
Mílu. Míla má mámu. Míla se
má. Máme maso. Máma mele
maso. Mele a mísí. Ela maso
sama solí. Máme mísu masu.
Ó mami. Maso se pálí. Ema
má maso. Máma má mísu.
My máme mámu. Máme i
Mílu. Míla má mámu. Míla
se má. Máme maso. Máma
mele maso. Mele a mísí. Ela
Červená Karkulka otevřela
oč- dokořán a kd-ž viděla, jak
slunečn- paprsky skrze stromy
sem a tam tancuj- a všude roste
tol-k krásn-ch květ-n, pomyslla si: „Když př-nesu babičce
k-tici čerstvých květ-n, j-stě
bude m-t radost, je stejně ještě
brzy, př-jdu akorát včas.“ A
seběhla z cest- do lesa a trhala
květin-. A kd-ž jednu utrhla,
zjist-la, že o kus dál roste ještě
8. Základní škola
What are you doing? I am sitting. What do you do in the morning? I brush my teeth. What do you do in the evening? I watch
T.V. What are you wearing? I am wearing blue trousers, a white
shirt and pink socks. Can you swim? Yes, I can. Can you fly? No, I
can’t. What does your mother do? She is a teacher. What does
your father do? He is a business man. How old are you? I am
nine. Where are you from? I am from Tábor. What time is it? It’s
half past two. When were you born? I was born on 30th of April,
1985. Do you have any brothers or sisters? Yes, I do. I have one
brother. What is his name? His name is Dominik. What is your father’s name? My father’s name is Miroslav. What is your mother’s
name? My mother’s name is Renata. What’s today? It’s Monday.
be - was/were - been, buy bought - bought - come - came
- come, cut - cut - cut, do - did
- done, get - got - gotten, give gave - given, go - went - gone,
make - made - made, put - put put, read - read - read, run - ran
- run, say - said - said, see - saw
- seen, sit - sit - sit, sleep - slept slept, swim - swam - swum, take
- took - taken, think - thought
-thought, write - wrote - written
Present continuous. Present simple. Present continuous and Present simple. Past simple. Past continuous. Past simple and Past continuous. Present perfect. Present perfect continuous. Present perfect and Present perfect continuous. Present perfect and past. How long have you (been)…For and since. Present perfect and
past. Past perfect. Have got and have. Used to. Present tenses for the future. I am going to. Will/shall. I will and I am going to. Future perfect. Will be doing and will
have done. When I do/When I’ve done. When and if. Modals: Can, could and be able to. Could and could have. Must and can’t. May and might. Have to and must.
Must, mustn’t and needn’t. Should. Had better. It’s time. Would. Can/Could/Would you...? - Requests, offers, permission and invitations. If I do … If I did. If I knew…
I wish I knew. If I had known. Wish. Passive. It is said that. Reported speech. Questions and auxiliary verbs. Question tags. Verb + -ing. Verb + to. Verb + to or –ing.
Verb + preposition + -ing. Adjective + to. Expressions + -ing. Be/get used to. See somebody do and see somebody doing. Prefer and would rather. Articles and Nouns:
A/an. The. Countable and uncountable. Singular and plural. Pronouns and determiners: myself, yourself, themselves, etc., mine, my own, on my own, by myself, some and any, no/none/any, nothing/nobody, much, many, little, few, a lot, plenty, all/all of, most/most of, no/none of, both, neither, either, all, every, whole,
each. Relative clauses: who, that, which, whose, whom, where. Adjectives ending in –ing and –ed. Adjectives and adverbs. Comparison. Superlatives. Connections and prepositions: although, though, even though, in spite of, despite, in case unless, as long as, provided, as though, like, for, during, while, by the time, by, until. Prepositions: at, on, in, to, into, by, about, from, with. Phrasal verbs: in/out, out, on/off, up/down, up, away/back. Regular and irregular verbs. Short forms. Spelling.
Ondřej Sekora - Brouk Pytlík, M.J.Maury - Heidi, děvčátko z hor; Lidé v minulosti – Egypťané - V. Koenigová; S.S.Pierrová:
Strašidelná farma, Protančíme celou noc, Zachraňte slona, Překvapení v cukrárně; B Šimková: Anče a Kuba mají Kubíčka;
Walt Disney: Za tajemstvím pralesa; E.Kloss: Pět malých ježků; E.W.Bauer: Můj barevný atlas zvířat, C.Metzmeyer: Zuzanka;
P.Holeinone: Zlatá kniha pohádek - Aladinova lampa a jiné pohádky; Jaroslav Foglar: Chata v jezerní kotlině, Záhada hlavolamu, Hoši od Bobří řeky, Strach nad Bobří řekou, Tajemství Velkého Vonta, Tábor Smůly, Pod junáckou vlajkou, Závod o
modřinový srub, Modrá rokle, Devadesátka pokračuje; D.Mešková - Zrada v povětří; L.Dvorský: Bubetko a Smítko, M.K.Rawling
- Dítě divočiny; Walt Disney – Lví král; F.H.Burnett – Malý Lord; Enid Blyton: Pětka na ostrově pokladů, Pětka opět v akci,
Pětka na útěku, Pětka na Pašeráckém vršku, Pětka a prázdniny v maringotkách, Pětka znovu na ostrově, Pětka jede tábořit,
Pětka už v tom zase lítá, Pětka na vandru, Pětka se má báječně, Pětka u moře, Pětka na tajemných blatech, Pětka a únosci, Pětka na stopě, Pětka na záhadném vrchu, Pětka na Finnistonské farmě, Pětka na Ďáblových skalách, Pětka a tajmeství
šeptajícího ostrova, Pětka a zloději, Noční výprava, Záhada ukradeného náhrdelníku, Lesní hnízdo, zLočin na železnici, Případ
zmizelých psů, Tajuplný dům; Eduard Štorch: Minehava; Enid Blyton: Dvojčata Pat a Isabela, Dvojčata a Claudine, Dvojčata
3. Základní škola
Agatha Christie: Vražda Rogera Ackroyda, Záhada Modrého vlaku, Vražda na faře, Smrt lorda Edgwarea, Vražda v Orient-expresu, Vraždy podle abecedy, Smrt na Nilu, Deset malých černoušků,
Vánoce Hercula Poirota, Temný cypřiš, Mrtvá v knihovně, Pět malých prasátek, Není kouře bez
ohýnku, Proč nepožádali Evanse?, Nultá hodina, Oznamuje se vražda, Kapsa plná žita, N či M?,
Smrt staré posluhovačky, Vlak z Paddingtonu, Prasklé zrcadlo, Karibské tajemství, Třetí dívka,
Nemesis, Zapomenutá vražda, Muž v mlze; P.D. James: Pachuť smrti, Vraždy podle návodu,
Smrt kriminalisty, ; Ed McBain: Dej mládencům ruku jako lopatu, Brokovnice, Skládačka, Kalypso, Před zraky 40 milionů, Zabiják, 87. Revír se představuje: Robin Cook: Toxin, Blízký konec,
Horečka, Mozek, Kóma, Nákaza, Smrtelný strach, Mutace, Kořeny zla, Známky života, Slepota,
Osudná léčba, Epidemie, Únosné riziko, Invaze, Infekce, Chromozom 6, Arthur Hailey: Hotel,
Kola; Alexander Dumas: Hrabě Monte Christo; Agatha Christie: Vražda Rogera Ackroyda, Záhada Modrého vlaku, Vražda na faře, Smrt lorda Edgwarea, Vražda v Orient-expresu, Vraždy podle
Christian Jacq: Ramses I. – Syn
světla; Ramses II. – Chrám
milionů let; Ramses III. – Bitva
u Kadeše; Ramses IV. – Paní z
Abú Simbelu; Ramses V. – Pod
západní akácií; Egypťanky –
Královny, manželky, milenky,
kněžky; Světelný kámen –
Nefer mlčenlivý; Světelný kámen – Bohyně ticha; Světelný
kámen – Ohnivý Paneb; Boleslaw Prus: Farao, Margaret
Gymnázium
Pierra de
Coubertina
a! La Familia: mi madre, mi padre, mi
ado. La Ropa: los pantalones, el suéa corbata, el traje, el bolso de mano,
tortuga, el camello, el pollo, el elebonito, largo, fuerte, claro, próximo,
leno, vacío, seco, ruidoso, tranquilo,
peluquero, la azafata, el bombero, el
zana, el plátano, la naranja, el limón,
vas, la fresa, la frambuesa. Los Vega zanahoria, el brócoli, la coliflor, los
rpo: la cabeza, los ojos, la nariz, la
s pies, la espalda, el cuello, el talón.
1. La familia 2. La alimentación equilibrada 3. España 4. Países
de Latinoamérica 5. Los deportes 6. Un guía turístico de país
7. Las maravillas del mundo 8. Los principales medios de comunicación 9. Mi idolo 10. Los principales problemas medioambientales 11. Los símbolos, festividades o tradiciones típicas
españolas 12. La literatura española 13. La educación 14. El
propio sistema educativo 15. Los principales medios de transporte 16. El instituto de enseñanza secundaria internacional
17. La geografía española 18. Los sucesos más importantes
del siglo XX. 19. El mundo universitario 20. Las películas 21.
Las mujeres en el mundo 22. Los conflictos en la sociedad
23. El arte español 24. Las comidas españolas 25. Los jóvenes
Hablando por teléfono. La residencia estudiantil. Las aulas. La
biblioteca. El baile. La familia.
El hogar. La cocina. El baño. La
mesa. El cuerpo humano. El arreglo personal. Los deportes. El
día en el campo. En la playa. La
vida al aire libre. Los grandes
almacenes. La farmacia. Los vehículos. La estación de servicio.
El aeropuerto. La estación de
ferrocarril. La oficina de correos.
The Adventures of Huckleberry
Finn - Mark Twain , Catcher in
The Rye - J.D. Salinger, Brave New
World - Aldous Huxley, Julius
Caesar - William Shakespeare,
The Joy Luck Club - Amy Tan,
Stone of Light: The Place of Truth
- Christian Jacq, The Adventures
of Huckleberry Finn - Mark Twain
, Catcher in The Rye - J.D. Salinger, Brave New World - Aldous
Huxley, Julius Caesar - William
The Joy Luck Club - Amy Tan, A Modest Proposal - Jonathan Swift,
The Merchant of Venice - William Shakespeare, The Bridegroom Alexander Sergeyevich Pushkin, The Necklace - Guy de Maupassant,
A Song on the End of the World - Czeslaw Milosz, I am Goya - Andrei
Voznesensky, Two Friends - Guy de Maupassant, The Ultimate Safari
- Nadine Gordimer, The Diameter of the Bomb - Yehuda Amichai,
The Trouble with Television - Robert McNeil, I Have a Dream - Martin Luther King, Jr., The Artist - Rabindranath Tagore, The Lorelei
& The Lotus Flower - Heinrich Heine, Roses & When You Are Old
- Pierre de Ronsard, The Interior of the Rose - Rainer Maria Rilke,
The Joy Luck Club - Amy Tan, A Modest Proposal - Jonathan Swift,
The Merchant of Venice - William Shakespeare, The Bridegroom -
Ways of Seeing - John Berger, When We Dead Awaken - Adrienne
Rich, Arts of the Contact Zone - Mary Louise Pratt, Panopticism Michel Foucault, Pedagogy of the Oppressed - Paulo Freire, Hunger
of Memory: The Education of Richard Rodriguez- Richard Rodriguez
Hunger as Ideology - Susan Bordo, The Loss of the Creature - Walker
Percy, Newjack: Guarding Sing Sing - Ted Conover, Hells Angels Hunter S. Thompson, The Electric Kool-Aid Acid Test - Tom Wolfe, In
Cold Blood - Truman Capote, Ways of Seeing - John Berger, When
We Dead Awaken - Adrienne Rich, Arts of the Contact Zone - Mary
Louise Pratt, Panopticism - Michel Foucault, Pedagogy of the Oppressed - Paulo Freire, Hunger of Memory: The Education of Rich
Rodriguez - Richard Rodriguez Hunger as Ideology - Susan Bordo,
Když můj soused ráno přišel
a zmínil se,že do jedné z veží
světoznámého World Trade
Center narazilo okolo 8. 45
hodin letadlo, nedocházelo
mi, co se stalo. Až když jsme
sedli do auta, pustili rádio
a přepínali stanice a každá
podávala stejně děsivé zprávy z
New Yorku, teprve tehdy jsem
si uvědomila, co se vlastně
děje. Ve škole jsme se během
Cyril a Metoděj, Kosmas, Kryštof Harant z Polžic a Bezdružic,
Jan Hus, Jan Amos Komenský, Bohuslav Balbín, Karel Hynek
Mácha, Josef Dobrovodský, Josef Jungmann, František
Palacký, František Čelakovský, Karel Jaromír Erben, Josef
Kajetán Tyl, Karel Havlíček Borovský, Božena Němcová, Jan
Neruda, Karolína Světlá, Svatopluk Čech, Jaroslav Vrchlický,
Julius Zeyer, Alois Jirásek, Atonín Sova, Otokar Březina, Viktor Dyk, Fráňa Šrámek, Petr Bezruč, Vítězslav Nezval, Jiří
Wolker, Konstantin Biebl, Jaroslav Seifert, František Halas,
Vladislav Vančura, Ivan Olbracht, Karel Čapek, Bohumil Hrabal, Milan Kundera, Arnošt Lustig, Josef Škvorecký, František
Hrubín, Václav Havel, Ladislav Fuks, Jiří Voskovec, Jan Werich.
Mamka: halo 10:21 AM me: halo Mamka: tak mame novy pocitac me: no nekecej, si koupila jo? Mamka: jo me: stolni? Mamka: jo stolni me: ahaaa, jako pro domika jo? Mamka: ne jako na tabotra 10:22 AM tybory tabory
me: jj i novej monitor? a vsechno? Mamka: ne me: nebo jenom bednu? Mamka: monitor mame z lonska | me: vis co jsem taky zjistilia? za 1. mam propadlou obcanku a za 2. si budu muset nechat vystavit novej pas
protoze mi projde nez dokoncim CMU takze mi do toho nemuzou dat novy vizum 1:10 PM Mamka: no to neni problem ne 1:11 PM me: no snad ne? jak dluho t trva nez ti vydaj novej pas? Mamka: zjistim, driv to bylo
i ze dne na den 1:12 PM kdayz sis priplatila me: aha Mamka: ale zjistim to me: no tak to bude dobry, vypada to ze bych mohla odletet 15. a vracet se az na 11. Ledna, nebo nejak tak Mamka: dobry , a kdy zacina skola
me: 24. Mamka: hm 1:14 PM mam auto spravensa, ale chybi tam jeden airbag protoze je to ted nedostatkovy zbozi me: no tak nesmis bourat Mamka: pry to kradou a nestaci se vyrabet me: kdo to krade? Mamka: je to
u spolujezdce, tam nesedim | 11:42 AM Mamka: ahoj me: cAU OBAMA je prezident!!!!!!!! Mamka: jojo ja jsme rada, a vy tam me: jj 11:43 AM jo jo, koukali jsme na acceptance speech Mamka: ted jsem musela poslat
jednu skupinu domu me: dneska jsem koupila fotak Mamka: dala jsme kazdy 50 a poslal jsme je domu me: jakto?| 12:21 PM me: halooo, uz jste po veceri? 12:22 PM nebo teprv varite? 12:23 PM Mamka: pripravujeme
se cekej me: ok - pockej musim se presunout. Mamka: ja taky me: co delate? 12:26 PM Mamka: my jsme pripraveny | Mamka: no úpotrebuju ty pipisky ceskY me: no dobre Mamka: ale nechce me to pustit do tedtoveho
pole me: no to nemuzesdelat pres textovy pole Mamka: kdyz na to kliknu dvakrat, tak pak nemohu do trextove pole me: musis to otevrit v malvovani 2:07 PM malovani Mamka: no ale je tam kolonka textove pole me:
kde? Mamka: tak sae na to podivej prosim a pak me to nauc, cekej me: jaale zadny textovy pole nevidim Mamka: klikni na ten obrazek dvakrat 2:08 PM me: no mam “format picture” Mamka: no to¨je ono me: jo uz ot
viim no do toho se nedostanes Mamka: a jak to mam zmenit | 5:05 AM me: uz ma domik jit k dotkorovi? Mamka: sejdeme se tam za deset jedenáct me: a pojedeme kam?Mamka: at ofoti ty zpravy od doktora a vezme s
sebou originály me: ok 5:06 AM Mamka: poslal jsem ti seznamy me: jo koukam 5:07 AM Mamka: bohuzel u 4v a 5 mam jedn jmena ale dam to dohromady me: jen jmena? no to staci Mamka: krestni 5:08 AM me: ahaaa
Miramonte H.S.
Townshend International School
Cottey College
Students dissatisfied with college’s representation of student
body; Accreditation committee
commends Chatham; Chatham
joins global effort to eliminate
lymphedema; NPR foreign correspondent Garrels receives Hollander award; Overnight guest
policy violated in Laughlin House;
Facebook: useful tool for controlling people; Chatham welcomes
a new professor from Senegal.
One of the most important and
surprising findings of this study
was the fact that The Pittsburgh
Post-Gazette seldom uses the
nonlinear story model to present a main news story, and that
stories that were collected online were almost always identical to the ones collected in print.
From these two findings, it can
be concluded that The Pittsburgh
Post-Gazette does not initially
Chatham University
mediation, conflict resolution,
peace-building, mission, petition, reintegration, former child
soldiers, psycho-social training,
trauma healing, capacity building,
resettlement, community mediation, social integration, rehabilitation, systems design, self-sufficiency, empowerment, training,
property disputes, facilitation,
dialogue, stakeholder groups, assessment, grassroots, volunteer
Mediators
Beyond
Borders
The Reasoning of Designers Horst W.J. Rittel, Dilemmas in
a General Theory of Planning Horst W.J. Rittel & Melvin M. Webber, The First Tradition - Harold
G. Nelson, The Necessity of Being
“Undisciplined” and Out-of-Control”; Design Action and Systems
Thinking - Harold G. Nelson,
On the Planning Crisis: Systems
Analysis of the First and Second
Generations - Horst W.J. Rittel.
Carnegie Mellon
The Final Poster is my educational
resume that shows every school I have
attended and every foreign language
I have studied over the years, revealing
my shift from Czech to English. On a
more personal level, the poster hints at
some of the things I have done in each
language during a specific time period.
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© 2009 Barbora Batokova | Communication Planning and Information Design | Carnegie Mellon University School of Design | Pittsburgh, PA | September 2009