Náměty aktivit - anglický jazyk
| Sitio: | Moodle ZČU |
| Curso: | 2CZV020 - Využití dostupných cizojazyčných materiálů v popularizaci vědy pro žáky SŠ - geografie, biologie |
| Libro: | Náměty aktivit - anglický jazyk |
| Imprimido por: | Guest user |
| Día: | lunes, 9 de noviembre de 2026, 09:27 |
Descripción
Popisy aktivit a šablony metodických listů
Exploring geography in English lessons - 90 mins
The lesson allows students to learn about livable cities around the world.
Source: https://openclipart.org/people/rg1024/1290032361.svg
Lesson Plan
Note: This teaching material is designed for English language teachers.
|
Topic/theme |
What are the most livable cities in the world? |
|||||||||||||||||||||||||||||||||
|
Content aims |
Students name the top most livable cities in the world and their basic characteristics Students list aspects of city life that define the quality of living. |
|||||||||||||||||||||||||||||||||
|
Key language |
City life, comparative |
|||||||||||||||||||||||||||||||||
|
Practiced skills |
speaking, listening, reading, writing |
|||||||||||||||||||||||||||||||||
|
Level |
A2 and higher |
|||||||||||||||||||||||||||||||||
|
Target age group |
13 and above |
|||||||||||||||||||||||||||||||||
|
Time |
90 mins |
|||||||||||||||||||||||||||||||||
|
Preparation/materials |
Text about Economist Intelligence Unit's Global Liveability Survey (geography_material_1) Worksheet (geography_material_2) PC with speakers and data projector to show three videos and pictures |
|||||||||||||||||||||||||||||||||
|
What to do/procedure |
Write the following question on the board: What makes a good city to live in? Put students into groups of three (they stay in the groups the whole class) and ask them to brainstorm characteristics of livable cities and answer the question on the board. Ask one group to share their ideas with the whole class. Other groups listen and add comments if they have anything that hasn’t been mentioned. Keep a track of the ideas on the board for the upcoming activity. After the ideas have been shared, ask students to identify possible areas that the aspects fall under, e.g. education, health care system etc. Create a spider web with the expression ‘livable city’ in the middle and categories of quality life around. Explain that there are various rankings of livability worldwide and the Economist Intelligence Unit's Global Liveability Survey is one of them. Hand out the text that outlines the criteria of the EIU. Tell students to compare the class notes and the actual survey. Ask them if there is anything missing on the class list that is listed there or vice versa. Point out the language of the text, such as the names of the five categories and then sample expressions under each that you find useful for your students. Write the names of the seven continents on the board: Africa, Antarctica, Asia, Share the following table with the students. The table includes findings from 2014.
If possible, have students find the cities on the map of the world. You can also provide pictures of the individual cities or just the three top cities to make the cities more real to the students. Compare the results of the survey with the students’ answers regarding a most livable continent. Ask them if there is any information that has surprised them. Explain that they are going to visit briefly each of the cities. Say that you will show 3 different clips and their task is to note down anything that they see or understand about the city. Provide students with the worksheet to record their answers on. Show each clip and after each clip, allow students to share their notes about the cities in their groups. These are possible clips to use: Tell students to choose one of the three cities that they would like to live in. Tell them to prepare a short talk about the city based on their notes. Have them mingle and talk about their city of choice to two different people. Conclude the activity by having students group into those who want to live in Melbourne, Vienna, and Vancouver. In these new groups, ask students to come up with 10-15 comparative sentences between their home city and the city of their choice. The division of work is up to you. You can have them work individually or in pairs or bigger groups. Review the expressions they may use in their sentences (as x as, more than, etc.). Have students report their sentences to the whole class. Ask the students who are to listen to think whether they agree or disagree with the statements. Encourage discussion when different opinions are shared. Conclude the lesson by asking students to say what they personally like about the place where they live. |
|||||||||||||||||||||||||||||||||
|
Variations/Follow up |
Students can conduct online research and find more information about the cities of their preference. Rather than comparing the cities of their choice and their hometown, students can review their hometown using selected criteria from the survey or those they decide on and use the following marking:
Source: http://capcity.adelaide.sa.gov.au/cities/global-city-rankings/economist-intelligence-unit-liveability-rankings/ Data can be collected from each student (the process can be suggested by the teacher or students can decide on their own how they will approach the problem. Subsequently, the quality of living in the hometown is discussed based on the results.
|
Exploring biology in English lessons
There are two lessons designed (45 mins, 3x45 min).
After the short lesson, students explain why we sneeze.
Source: https://openclipart.org/people/jgregory/warlock.svg
After the long lesson, students name a few facts from the life of ants.
Source: https://openclipart.org/people/Special_K/1364863309.svg
Lesson Plan (45 mins)
Note: This teaching material is designed for English language teachers.
|
Topic/theme |
Why do we sneeze? |
|
Content aims |
Students explain why we sneeze |
|
Key language |
Biology terms (germ, muscle, nerves, brain), present tense simple |
|
Practiced skills |
speaking, listening, reading |
|
Level |
A2 |
|
Target age group |
12 and above |
|
Time |
45 mins |
|
Preparation/materials |
Pictures of people sneezing (biology_short_material_1) |
|
What to do/procedure |
Start the lesson by having students guess the word “sneeze” through the game Hangman. Show/project the 4 pictures of people sneezing. Tell students to work in pairs and tell each other about their experiences with sneezing. Here are some guiding questions:
They can also refer to the picture and share why they think the people are sneezing. Play this short video on five facts about sneezing: https://www.youtube.com/watch?v=XwoX0FB8_Kw Ask students to tell you which fact has surprised them the most. Hand out the text about sneezing. Tell students to read it and choose a sentence they would like to draw. Students draw a picture that captures the meaning of the sentence on a loose sheet of paper. Each sheet gets a number. Then students look at each other’s drawings and try to identify the sentence from the original text that the picture represents. They will need the original text to refer to throughout the whole activity. Tell students to check their answers in pairs. Have the authors clarify any picture that hasn’t been matched successfully. Tell students to try to retell the text to each other to answer the question why we sneeze. They can refer back to the text if needed. |
|
Notes |
If you have time left or access to computers/tablets you can encourage students to look for more information about the surprising facts from the video. Or you can show this short video: http://bcove.me/69e2jvim And have students come up with what the best way to sneeze is. To provide the right answer, share this video: https://www.youtube.com/watch?v=3vw0hIs2LEg
|
Lesson Plan (3x45 mins)
Note: This teaching material is designed for English language teachers.
|
Topic/theme |
What do ants and human beings have in common? |
|
Content aims |
Students name the basic facts about ants. |
|
Key language |
biology lexis, present tense simple |
|
Practiced skills |
speaking, listening, reading, writing |
|
Level |
B1 |
|
Target age group |
15 and above |
|
Time |
3x45 mins |
|
Preparation/materials |
KWL chart (biology_material_1) |
|
What to do/procedure |
Read out or project this text: We humans like to think that we run the world. But even in the heart of our great cities, a rival superpower thrives. These tiny creatures live all around us in vast numbers, though we hardly even notice them. But in many ways, it is they who really run the show. Some ten thousand types are known. They outnumber us a million to one, and their total weight matches that of the entire human race. What are they? (Source: http://www.pbs.org/wgbh/nova/transcripts/2203crea.html) Students try to guess what animal it is. Share the KWL chart with the students. Tell them to work individually and write down what they know about ants and what questions they have. Put students into groups of 4 and have them share their notes. Tell them they are going to work in the groups the whole lesson. Do a class collection of the students’ information about ants as well as the questions they have on the board. Leave these on the board. Explain that they are going to explore the world of ants. If you want to motivate students some more, show part of this clip: https://www.youtube.com/watch?v=BFeApPXQzCA Hand out the graphic organizer that they are going to use throughout the whole lesson and introduce the five areas they are going to explore about ants. First, students study the homes of ants. Give them the text and tell them to read the text individually and draw a picture that would show what the text says. They should be using the graphic organizer to record their answers. After they finish, have students pair up in their groups of 4 and describe their picture with their peers. Then tell them to complete a venn diagram that would show similarities and differences between homes that ants build and homes built by people (what do we have in common with ants?). After they finish, one group shares their answer with the whole class. Other groups listen and add anything that may not have been said. Have a short discussion about the similarities. Ask students what they think we have in common in the other 4 areas: organs, body, communication, sociology. Now it is time for a jigsaw reading. Regroup students so they form new groups of 4 and give each group a different text. Tell them to read the text and identify the most important information and note it down in their graphic organizer. They work in a group of 4 to help each other. If needed, they can use a dictionary. When they are ready to report, tell students to go back to their home groups and tell people in their groups about the various parts of the life of ants. Students complete their graphic organizer as they listen to each other. Play this video/audio: https://www.youtube.com/watch?v=dxmhezYY-zA and tell students to add any information that hasn’t been said in the texts. Go back to the venn diagrams created in the first part of the lesson. Based on the notes, have students add more information about similarities and differences between humans and ants. Again, discuss these with the class. To stimulate more discussion, you can ask additional questions such as:
To conclude the lesson, revisit the want to know questions from the very beginning of the lesson. Tell students to see if their questions have been answered and to complete the last column of the worksheet. Elicit questions that still haven’t been answered. These can be explored for homework and shared in the next lesson.
|