Created by Vít Kalisz
https://www.off2class.com/how-to-teach-the-first-conditional-to-esl-students/ - promítnout první obrázek, pak vypnout a pak ukázat další obrázek, kde spojujeme věty
- využít Dixit karty
Každý napíše na kousek papírku nějaký začátek věty ...if I blabla
Následně papírek dá osobě za sebou a ta k tomu musí připsat pokračování - buďte originální
One student says a future plan, e.g. “I’m going to have a barbecue at the weekend.” Someone else in the class predicts a consequence of that, e.g. “If you have a barbecue this weekend, you will be annoyed by wasps or mosquitoes.” Someone else then continues the story with something like “If you are annoyed by wasps or mosquitoes, you’ll start swatting them with a newspaper.” This continues for a fixed number of stages or until they reach an interesting conclusion.
Ask the students to divide into two teams and get something they can throw. Set a timer and start calling out half of the conditional sentence. Throw the object at a student and ask him to complete it.
The student then throws it to somebody else in the other team who gives a different clause for the same sentence. The team that has the ball when the time is up loses the game.
If you have a barbecue this weekend -
If I miss the train
I’ll celebrate if
If it rains
If you’re hungry
If I have enough money
I'll tell her if
If I have time
He will go to the university if
Designing a café https://tefltastic.wordpress.com/worksheets/grammar/conditionals/1st-conditional/cafe-design-1st-conditional/
- využít Dixit karty:
With higher level students you can try a more challenging task. I used the following activity to practise second, third and mixed conditionals with an upper intermediate class.
Each student chooses a card and writes a conditional that describes it. For example, if a student picked the card in the bottom right they could write: “If the snowman had been inside, he would have already melted.”
Now, students mingle. With each new partner they show their card and ask them to come up with a conditional. Their partner gets a point if they come up with a sentence that includes a logical and correct conditional. They also get a bonus point if their sentence is the same, or very similar, to the sentence that the student wrote down at the start.
Once the students have spoken to everyone in the class they sit down in pairs. First, they tell each other all of the different sentences other students made up for their card. Then, collect the cards and give students three to five minutes to write down the sentences they made up for other students’ cards during the game.
Spread the cards out on a desk. When students have finished writing they can look at all of the pictures and remind themselves of the sentences they may have forgotten. This game helps students to create memorable sentences that are linked to vivid pictures, which also helps the language structures to become more memorable.
https://www.teachingenglish.org.uk/article/third-conditional-lesson
https://www.teachingenglish.org.uk/article/third-conditional-guessing-game
https://elt-connect.com/third-conditional/
- využít Dixit karty:
With higher level students you can try a more challenging task. I used the following activity to practise second, third and mixed conditionals with an upper intermediate class.
Each student chooses a card and writes a conditional that describes it. For example, if a student picked the card in the bottom right they could write: “If the snowman had been inside, he would have already melted.”
Now, students mingle. With each new partner they show their card and ask them to come up with a conditional. Their partner gets a point if they come up with a sentence that includes a logical and correct conditional. They also get a bonus point if their sentence is the same, or very similar, to the sentence that the student wrote down at the start.
Once the students have spoken to everyone in the class they sit down in pairs. First, they tell each other all of the different sentences other students made up for their card. Then, collect the cards and give students three to five minutes to write down the sentences they made up for other students’ cards during the game.
Spread the cards out on a desk. When students have finished writing they can look at all of the pictures and remind themselves of the sentences they may have forgotten. This game helps students to create memorable sentences that are linked to vivid pictures, which also helps the language structures to become more memorable.
https://uciteleucitelum.cz/predmet/anglicky-jazyk - placené materiály
https://dum.rvp.cz/vyhledavani/prochazet.html?rvp=J&svp=-&svp_ch=off&l=en&pg=2 - metodické materiály
učitelnice
Udělat nějaký escape room? Nebo použít již vyotvvřený
Cork Teacher https://www.facebook.com/C.EnglishTeacher/ , https://www.instagram.com/corkenglishteacher/?hl=cs
Anglictina_by_Danny
čtení pohádky - https://www.grimmstories.com/en/grimm_fairy-tales/little_red_cap
Vytváření komiksu: https://www.storyboardthat.com/storyboard-creator
výukové aplikace: https://learningapps.org/
vytváření worksheetuů: https://www.toolsforeducators.com/
https://www.etwinning.net/cz/pub/get-started.htm
Zajímavá, neobvyklá slova v AJ (např pro word of the day) : https://www.vocabulary.com/lists/191545
Vytváření kvízů: https://wordwall.net/cs
Stránka na zjednodušení těžké angličtiny: https://rewordify.com/?fbclid=IwAR0JBM4nzUlADmAz3mCJrE0e3_NKa_Jd8fkhB5Hla7ue0cP1XxXdBbO7Qg4
Korpus: https://www.english-corpora.org/corpora.asp
Worksheety: https://www.liveworksheets.com/
quizet
kahoot
Duolingo
SCattergories
https://www.brightful.me/play/ - kreslení ale jen max pro 6 zadara
https://charlala.com/ - kreslení apod
https://skribbl.io/ - kreslení, jeden kreslí a ostatní hádají slovo
Semantis - jako tetris - vybírat variantu blocks: https://research.google.com/semantris
výukové aplikace: https://learningapps.org/
Lesson plans: https://www.teachingenglish.org.uk/resources/secondary/lesson-plans
Do hodiny prines co mas rad a pak se to da popisovat atd(treba i najdi doma neco, co neumi ucitel pojmebovat)
Krestni jmeno a ke kazdemu pismenku napsat neco co je charakterizuje. Nemusi to na to pismeno zacinat,muze byt uprostred slova
Letopocty-student si napise nejaky rok a vyvsetli co pro nej znamena, nebo varianta ze ostatni hadaji, nebo napisu ja a studenti hadaji; da se zadat letopocty studentuma a aby hledali co podstatneho se stalo
Asociace-jedno za druhym slovíčka-zvuk-pisnicka atd
Ktery obrazek na tebe nejvic sedi-vyber obrazku s aktivitami, lidmi apod-student pak musi vysvetlit;
jak se citite-obrazky zvirat srandovni
Jsi hvezda-proc? Co se vam nejvic povedlo, za co jste na sebe pysni,...
Story continue - pokračovat příběh na přeskáčku tvořím já se studentem věty, dá se procvičovat jakýkoliv čas
Say a word from a list of homophones and challenge students to write both (or more) forms of the word. Possible words include: bear,bare,piece,peace,not,knot,here,hear,witch,which,flower,flour,would,wood,be,bee,heal,heel,soul,sole,air,heir,break,brake,mist,missed,read,red,board,bored,buy,bye,pair,pear,male,mail,jeans,genes,not,knot,where,wear,so,sew,sow
English learners often have trouble remembering and correctly pronouncing these two useful words. One way to practice it is to start a story and have learners alternately advancing the story using these adverbs. For example: Teacher: Yesterday my car was stolen. Student A: Fortunately, it was insured. Student B: Unfortunately, the insurance company went bankrupt. Student C: Fortunately, my grandfather said he would buy me a new car. Student D: Unfortunately, he’s lost his mind and doesn’t have any money. Etc.
https://educators.brainpop.com/lesson-plan/3-3-4-past-perfect-lesson-plan/
https://www.youtube.com/watch?v=2LOKskY1Az0&ab_channel=RealEnglishForGamers
https://www.youtube.com/watch?v=EqyKSdza1AQ&ab_channel=LearnEnglishWithTVSeries
https://jeopardylabs.com/play/past-simple-vs-past-continuous-261
- já si věty zapisuju, abych si pamatoval
- the way it works is that everyone stands up and the first person says a sentence from the past.
For example, “I played soccer last night.”
Then, the next person says that sentence and then adds their own. If they make a mistake, they’re “out” and then game continues until one person is left.
If someone misses and gets it incorrect, they have to sit down and the game is over
- nějaké obrázky a u nich What did these people do last night? a popisueme obrázky v minulém čase
https://www.off2class.com/past-simple-lesson-plans/
https://eslflow.com/incredibly-useful-past-tense-teaching-activities.html
Alibi
- já řeknu tomu kdo je vrah, že je vrah
This game is similar to the murder mystery Clue. You can set it up by having the students create the crime they are going to investigate. After that, students are divided into two groups--suspects and detectives. You want to have more suspects and just 2-4 detectives. The suspects each have to create a story of where they were and what they were doing at the time of the crime. They are then questioned by one of the detective students. The detectives must ask questions pertaining to Past Continuous by only asking questions about the time of the murder. For example they could ask questions like: What were you discussing? or Where was the doctor eating? If you want you could set up a jury as well and have the class vote as to who is guilty and why they don’t believe the alibi.
Give students a list of Present Continuous sentences that they can mime to their partners for them to guess, e.g. “You are eating bread and jam.” You can add the Present Simple to this by choosing actions that some people do every day (e.g. “You are eating spicy food” and “You are blowing your nose”) and asking them to go on to discuss how often they do those things and why. This is more interesting if it is a topic that is linked to cultural differences, e.g. table manners.
You are eating an apple.
You are blowing your nose.
You are watching TV.
You are drinking water.
You are playing board games.
You are playing basketball.
You are driving a car.
You are vacuuming.
Give students a list of words and ask them to choose one and describe it with just sentences using the Present Simple and Preset Continuous. For example, if the word is “breathe” they could say “I do this many many times every day” and “Everyone in the world is doing this now except some divers.”Eat, work, drink, fight, study, sleep, wait, brush my teeth, get up, cry, laugh, jump
Ask students to imagine that they are writing a postcard while they are sitting on the balcony of their hotel room, on the beach or outside a café. They should naturally use the Present Continuous to describe what is happening at the moment they are writing (e.g. “The sun is shining” or “The children are playing beach volleyball”) and the Present Simple for their daily routine while on holiday (e.g. “I spend most of the day next to the swimming pool” or “I have breakfast in the same café every morning”), but you could also specifically ask them to stick to those tenses. Alternatively, you could give them sentence stems that should get them using those two tenses, e.g. “All around me…” or “In the evenings…” You can then get students to read other people’s postcards with a task to do as they are reading, for example to guess which place the person writing was supposed to be in or to choose the best holiday.
Perhaps the most natural situation in which to use a mix of the two tenses is to describe a photo containing people that you know, for example “The person standing next to my brother is his girlfriend. She lives in Canada, so they only meet a few times a year.”
Students try to find things that they have done more of or have been doing for longer than their partner (i.e. things where the number in their answer is bigger than their partner’s) by asking and answering questions, e.g. Vždycky si ten z toho páru druhý napíše odpověd - for 5 years, since 2010 atd
How long have you been living in your town?
How many countries have you visited?
How long have you been studying English?
How many Harry Potter books have you read?
How many times have you visited Prague?
How long have you been living in the same house/flat?
How many movies have you watched this month?
How much food have you eaten today?
How many friends have you visited this month?
How long have you been reading the book you’re reading at the moment?
Going to
Pak aby ostatní na to měly doplňujíí otázky - vždy jim někomu dám čas, aby si tu otázku promysleli.
Ještě můžu zadat, že to musí být v Evropě a oni pak chodí a zakreslí to na tabuli do mapy Evropy.
Will
Předpovědi, dotazník: https://www.teach-this.com/images/resources/shot-in-the-dark.pdf
GALLERY WALK
https://www.cristinacabal.com/?p=9059
Průběhový
Guess the place at a pointStudents imagine a future holiday and describe what they will be doing there this time tomorrow/next week/next month until their partner guesses the place. You can also practise difficult to pronounce or difficult to remember country names like “Belgium” and “The Philippines” by including them in a list of suggested places.
Day Tripper
In this fun future continuous activity, students ask and answer questions about a planned day trip. First, students look at your planned timetable for a day trip next Saturday. Students then test your memory of the timetable by asking you questions using the future continuous, e.g. 'What will you be doing at half-past one on Saturday?' Afterwards, each student prepares their own timetable for a day trip. In pairs, students then swap timetables and ask questions to test each other’s memory using the future continuous. The winners are the students who answer all the questions correctly.
Future Perfect
Have your students heard the expression ‘Five Year Plan’? Give them a chance to create a plan of their own. Once their plans are finished, give them a chance to share with the class what they will have done before those five years are complete, using the future perfect in their sentences.
What will the world be like in 100 years? What will have happened by then? Have groups of students discuss what changes they think will have happened in 100 years. They should practice using the future perfect in their sentences. For example, ‘People will have learned how to time travel’.
Quizlet
Kahoot
https://www.heygo.com/calendar
nějaké hry:slovní: https://www.baamboozle.com/games
Semantis - jako tetris - vybírat variantu blocks: https://research.google.com/semantris
Náhodné vybrání jména - musím tam jména napsat a počítač generuje a já s etřeba můžu ptát na otázku a pak se čeká, koho to vybere atd https://www.online-stopwatch.com/random-name-pickers/name-picker-wheel/
Slovíčka - https://babadum.com/play/?lang=7&game=1
Online slovníky (Seznam SLovník, Google překladač, Merriam-Webster, MacMillan, Urban Dictionary)
Youtube videa/podcasty (Kubova English, Broňa, ...)
Instagram (English_by_Danny, Kubova English, ...)
Podcasty:
Duolingo Podcasty
trochu vás navedu ohledně práce v zahraničí, ale pohledat už musíte sama.
Díval jsem se na Británii a tam je to momentálně docela problematické. Abyste mohla pracovat třeba měsíc v létě v Anglii, musela byste požádat cca tři měsíce dopředu o víza, která stojí 244 Liber a musela byste mít na místě dopředu dohodnutou práci. Pokud tedy v Anglii nemáte kontakty, moc to nedoporučuju jako první pracovní cestu.
Nejvhodnější destinace pro práci v létě by asi byly Irsko a Malta, jelikož jsou to anglicky mluvící země. Nejlepší zkusit proheldat facebookové skupiny např. Češi a Slováci v Irsku, Jobs in Cork, Češi a SLováci na Maltě, apod, těch skupin je spousta, často napíšete "jobs in" a dodáte nějaké město a najde to skupinu. V těch skupinách pak můžete lupou hledat informace, co potřebujete nebo se přímo zeptat na něco. Třeba se někde na skupině objeví nějaké holky, které by chtěly v létě někam takto jet a můžete se domluvit spolu a shánět pak třeba i ubytování spolu.
Co se týče typu práce, tak v Irsku pravděpodobně nějaký sběr ovoce, pokojská nebo číšnice. Na Maltě pokojská nebo číšnice. Můžete si zkusit domluvit něco dopředu, třeba v nějakém velkém hotelu nebo na farmě a pokud by se nezadařilo, tak úplně běžné je, že na místě chodíte a roznášíte desítky životopisů do restaurací, kaváren, hotelů atd.
Pokud byste chtěl hledat dopředu, můžete zkusit evropské úřady práce: https://www.uradprace.cz/web/cz/hledate-zamestnani-v-eu-ehp-
Můžete si tam vyfiltrovat, ve které zemi hledat apod. Název zaměstnání, co hledáte by pak měl být např.: "summer job", "fruit picking", "strawberry picking", "waiter", "wait staff", "cleaner" apod. Můžete zkusit hledat i jinde po Evropě, na sbírání ovoce hledají někdy i do Norska, Nizozemska, atd.
Můžete na netu zkusit hledat nějaké články z blogů lidí, kteří takhle někde v Evropě pracovali. Třeba něco takového: http://jednounohouvenku.cz/chci-se-prestehovat-do-dublinu-starter-pack/
Pozor, abyste si to trochu spočítala. Já myslím, že taková pracovní cesta přes léto není tak úplně na to vydělat si hodně peněz, ale spíš něco zažít a třeba si něco přivést domů. Musíte počítat, že ubytování může být docela drahé, že utratíte za letenky, třeba za nějakou dopravu na místě, za jídlo atd. Někdy, když hledáte práci dopředu, tak třeba v těch hotelích nabízejí i ubytování za levněji, tak to nemusí být taky špatná možnost.
Jinak teda i to dobrovolnictví může být zajímavá zkušenost, třeba přes ten Workaway, Helpx nebo Wwoofing. Kdybyste si třeba našla nějakou dobrou brigádu v Česku na výdělek a potom jela někde na 10-14 dní dobrovolničit třeba.
EVOKACE = motivace a naladění na témaNa začátku hodiny využívejte toho, co žáci o tématuvědí, jak o něm přemýšlí, jaké si k tématu kladou otáz-ky. Např.: brainstorming, myšlenková mapa, párovésdílení, klíčová slova...
UVĚDOMĚNÍ = zpracování nové informace mezi po-vědomí o tématu, které měli v evokaci (rozšíření zna-lostí, změna přemýšlení o tématu apod.).Nabízejte žákům nejrůznější zdroje informací: učebni-ce, knihy, videa, dokument, přednášky odborníků...
REFLEXE = zhodnocení toho, co se naučili a jak seposunulo jejich nahlížení na téma, jak k poznání došli,jak se jim pracovalo, jak se cítili
knihy od Phdr. Jana Svobody - Krizové situace výchovy a výuky, Agrese a agresivita, Lidský vztah a jeho role, Jak obohatit výuku, kursy a sebe
Škola bez poražených od Gordona, cokoli o nenásilné od Rosenberga, Respektovat a být respektován v novém vydání
třída plná pohody, kniha Prevence rizikového chování - Michaela Titmanová, ta Odyssea je taky dobrá.
Začínající učitel
https://www.projektsypo.cz/dokumenty/ZU_prirucka.pdf
3- 4 skupiny - Ve skupině vytáhnout si každý 6 phrasal verbs ze sáčku The Ultimate Phrasal Verbs Game, as I like to call it, is quite simple. After noticing how much my tutoring students struggled with putting phrasal verbs in context, I created cut-out cards with phrasal verbs on them. Then, I had them draw out of a bag and blindly choose 10 phrasal verbs. Next, they create a story using those verbs. Of course, we learn them first if they are new!
- T rex trying to do stuff (třeba aby studenti prvně vymysleli, co je pro T rexe asi vzhledme k těm rukám náročné dělat a můžou i nakreslit a pak pojmenovat obrázky z odkazu (dalo by se použít třeba na modální slovesa jako can/can't, must, have to atd)): https://coolmagazin.iprima.cz/ostatni/-t-rex-tezky-zivot-ilustrace-humor-obrazky-galerie?fbclid=IwAR0LTWavs8d2nYwaAIW4s0OOiVZ-ZnbVh1QZmD6JeW-wRlIW3FzncR_WKw0
https://www.cbsnews.com/pictures/why-its-tough-to-be-a-dinosaur-hugh-murphy-t-rex-trying/8/
- studenti si každý vyberou nějakou profesi a napíšou k tomu věty s použitím modálních sloves (třeba tři věty s must, mustn't, don't have to¨), co ten dotyčný dělá - dalo by se to udělat i tak, že z těch vět nepůjde úplně popsat o jakou profesi půjde a ostatní musí uhodnout
https://www.helpforenglish.cz/article/2014031401-do-vs-make-game
Aktivita na used to - nostalgie, co se driv delavalo, kdyz jsme byli deti apod;
dva obrazky porovnani driv vs dnes, jak to byvavalo a jak je to dnes;
fotky treba slavnych lidi-jak vypadali driv a jak vypadaji dnes-co se zmenilo(treba se neco stalo-zhubnul, atd),
treba i ja jak ksem vypadal driv a jak vypadam ted a treba i studenti jak vypadalu driv a jak vypadaji ted. Muzu pridat vtipny meme obrazek Keanu Reeves, ktery vypada porad stejne treba i ja jak ksem vypadal driv a jak vypadam ted a treba i studenti jak vypadalu driv a jak vypadaji ted.
Now, it’s the students’ turn. Here are the “specs” for this project:
Passive eg: The rabbit was rescued by the man.
Remember, your students will need to experience several different approaches to the passive tense before they are able to reproduce it easily and naturally. The great thing about these activities—particularly BINGO—is that they can be returned to (with added complexity) once students’ confidence increases and they are able to produce more interesting, complex passive voice sentences. Good luck!
https://www.ef.com/wwen/blog/teacherzone/three-activities-teach-passive-voice/
An easy to set up activity that’s a lot of fun and can be used with a variety of tenses. Set the class up into 2 teams and have them in lines facing each other. Give a vocabulary prompt to start, such as “rice” and students have to create a passive voice sentence using the patterns from your lesson. The game works by having a student at the front of the line create a sentence, then the person opposite them in the other team must say something else. Work your way up the line back and forth until someone either repeats what has already been said or can’t think of anything new. The opposing team gets awarded a point when you restart the game with a new prompt from where it left off.
Examples with “rice” could be:
It’s grown in Thailand > It’s eaten all over the World > It’s sold in bags > It’s used in many dishes
You can vary the tenses used, depending on your lesson:
It has been sold in… It will be used…. It’s being……….
You can also vary the type of start prompts:
Animals that are found in Africa (Example “Lions are found in Africa”…..).Things that are made in (Germany) (Example “Cars are made in Germany”…..).Languages that are spoken in (Europe) (Example “French is spoken in Europe”…..).
Murder at the beach
An earthquake
Winning the lottery
Arresting a film star
Closing a factory
Finding a cure for Alzheimer
Saving an animal from extinction
https://www.teflcourse.net/blog/7-activities-for-teaching-passive-voice-in-the-esl-classroom/
https://teflhandbook.com/efl-esl-lesson-plans/b1/passive-voice/
- vhodné do výuky
Hunt for the Wilderpeople
Boy
Futurama
Zamilovaný Shakespeare
In Time
CODA
dokumenty na Netflixu
Blind Side
Wonder
hádání přízvuku podle zvuku - poznačí si číslo poslechu a jaký to byl přízvuk, mají na výběr (Welsh, NZ, SOuthern US, ENglish, New YOrk US, Australian, Scottish, Irish ) - jako třeba lead in
Číslo 1 - Irish 3 - English 4 - New York 5- Welsh 12 - Australia 15 - Scottish 17 - Southern 21 - NZ https://www.youtube.com/watch?v=QKk1sVru9vc
- brainstorming ve dvojicích - v jakých oblastech, v čem se liší AM a Brit ? + příklady?:
- výslovnost, gramatika, spelling, slovíčka
- aktivita na hádání, jestli je slovíčko britské nebo americké - ve dvojicích
- worksheet Cvičení 1 Cvičení 2
-odpovědi ke cvičení: bill – (“the check” in American English) paper money, as in “a five dollar bill” (“banknote” or “note” in British English)
sweets – candy
porridge – oatmeal
Petrol - gas
Flat - apartment
toilet/ loo/ lavatory/ lav – bathroom/ restroom
shop – store
Trousers - pants
Autumn - fall
Zdroje:
Spousta rozdílných slovíček - https://www.usingenglish.com/articles/big-list-british-american-vocabulary-by-topic.html
https://busyteacher.org/20184-british-english-vs-american-english.html
https://www.britishcouncilfoundation.id/en/english/articles/british-and-american-english
https://www.youtube.com/watch?v=bqjqeONzJNQ&fbclid=IwAR2VKjNy6LqVCvgDwWhmLXmjcbqDkSM-461p6xiIp855Dll0uPh5XW5a__I&ab_channel=TadyGavinan Američan se učí česky
- dramatizace - My jsme kdysi na základce dramatizovali "pohádky" Roalda Dahla (Revolting Rhymes)
- zajímavá videa o reáliích: https://www.youtube.com/user/AnglopheniaTV/videos
- Američanka v Česku: https://www.youtube.com/channel/UCeV4rGWFAevPTQw4jN2hLNA
- How do you feel today? https://i.kym-cdn.com/photos/images/original/001/884/230/401.jpg
- "poslechy ze seriálů - https://www.youtube.com/channel/UCanX93m6VewX6zXWzwG9FJQ
- T rex trying to do stuff (třeba aby studenti prvně vymysleli, co je pro T rexe asi vzhledme k těm rukám náročné dělat a můžou i nakreslit a pak pojmenovat obrázky z odkazu (dalo by se použít třeba na modální slovesa jako can/can't, must, have to atd)): https://coolmagazin.iprima.cz/ostatni/-t-rex-tezky-zivot-ilustrace-humor-obrazky-galerie?fbclid=IwAR0LTWavs8d2nYwaAIW4s0OOiVZ-ZnbVh1QZmD6JeW-wRlIW3FzncR_WKw0
TED talks:
Try something new for 30 days - Matt Cutts
Různé zajímavosti: https://wonderopolis.org/wonders?fbclid=IwAR0ggVeNXDk5VTuQLnnqYZYWFop8kGZySsZa1ezLzHcdJY4sDnKz5LHdT08
Témata - dilemata pro diskuzi: https://www.goodcharacter.com/the-daily-dilemma/?fbclid=IwAR1cNiJHV9AN8NMFsheAd5YmLJWH-K7a2qUeaI6yHXG1aJ3K_CCZPgrvhl8
- Japonský fotograf https://edition.cnn.com/style/article/photographer-hal-flesh-love/index.html
- jednoduchý poslech: https://www.youtube.com/c/ComprehensibleEnglish
- popslechy na různé úrovni: https://elllo.org/english/grammar/index-level1.htm?fbclid=IwAR3MER-9RJs0dyyv5BbYzQqs27VuewcMHWc7bWJylUO84SaHvxvnRSgflUs
- zajímavé poslechy https://www.youtube.com/channel/UCWk6WGx9gElZ8Fyw9h7ZSlw
- poslechy různých úrovní i s kvízy https://www.soundgrammar.com/index.html
- poslechy různé obtížnosti i s kvízy https://www.esl-lab.com/basic-english/?fbclid=IwAR0KPlZ2mY4B66AsQweAENOAGVweUTyLT3G2-BqhMbIC3rL71SfMh9ys7Is
- poslechy zprávy na různých úrovních https://www.newsinlevels.com/?fbclid=IwAR182tztuIdQoDxToDE6t99g_2CSlJWuHlh12TxRSzqVXaRD4wapWP4W53U
- lekce angličtiny jako podcast https://www.espressoenglish.net/podcast/?fbclid=IwAR2AcREEub3lstnNCTcYWRkm4NyXAn2JxH9tiwVlFZxdhv_6UGrZ482pu60
- English radio Prague https://english.radio.cz/
https://open.spotify.com/show/7ixeOS7ezPTZSaISIx2TTw
Adept English focuses on listening so it is great that they have these podcasts to help you.
https://open.spotify.com/show/3CF9ANEicXGxEROA3cOryE
I have been recommending this podcast for years. I love how they talk about a wide variety of topics and you can learn vocabulary about things that you might not normally be interested in.
- brainstorming ve dvojicích - v jakých oblastech, v čem se liší AM a Brit ? + příklady?:
- výslovnost, gramatika, spelling, slovíčka
- aktivita na hádání, jestli je slovíčko britské nebo americké - ve dvojicích - worksheet
Cvičení 1
Cvičení 2
-odpovědi ke cvičení:
bill – (“the check” in American English)
Pronunciation - what’s the difference?
Discuss these questions in pairs.
1 Do you find American or British accents easier to understand?
2 Would you like your accent to be American or British English? Or another English?
3 Do you use American or British spelling? What about vocabulary?
4 Are you more in contact with American or British English (e.g. through TV, websites, music)?
Zdroje:
Spousta rozdílných slovíček - https://www.usingenglish.com/articles/big-list-british-american-vocabulary-by-topic.html
https://busyteacher.org/20184-british-english-vs-american-english.html
https://www.britishcouncilfoundation.id/en/english/articles/british-and-american-english
http://accent.gmu.edu/browse_language.php
https://learnenglish.britishcouncil.org/grammar/b1-b2-grammar/british-english-and-american-english
https://www.youtube.com/watch?v=Hwstj9FJHGg&ab_channel=TheLateShowwithStephenColbert Ireland
https://www.youtube.com/watch?v=P_sUhTWtvG4&ab_channel=TheTonightShowStarringJimmyFallon Australia
https://www.youtube.com/watch?v=70HAL2-KhGM&ab_channel=TheGrahamNortonShow NZPak ukázat i video hodně s přízvukem: https://www.youtube.com/watch?v=9QCgqQdmr0M
https://www.youtube.com/watch?v=_7FFQPmGgUQ&ab_channel=ClipsyBoxClipsyBox Korg
bad x bat x bed x bet
three x tree x free
sheep x ship
heart x hard x hurt
dad x dead x deed x death x die x did
green x grin
least x list
wet x vet
warm x worm
sheet x shit (Italian went to Malta)
sit x seat
foot x food
cat x cut
minimal pairs: https://www.speech-language-therapy.com/index.php?option=com_content&view=article&id=134:mp2&catid=9:resources&Itemid=108
Kahoot minimal pairs: https://create.kahoot.it/details/a31f32d2-15c3-4e9d-a009-7ae5d22f7107
často špatně vysolovovaná slovíčka: https://cz.jakubmarian.com/nejcasteji-spatne-vyslovovana-anglicka-slovicka/
Running dictation is one of my favourite English pron activities because it also covers a whole ton of other skills: speaking, listening, reading and writing. Plus, it’s fun and adds a nice element of competition to the classroom.
The way it works is that post some sentences that make up a conversation at various points around your classroom. Then, one student has to read them, remember what they say and report back to their partner who writes them down.
This is where the pronunciation aspect of it comes in. If they are saying something incorrectly, the student writing down the sentences won’t be able to understand!
Say a word from a list of homophones and challenge students to write both (or more) forms of the word. Possible words include: bear,bare,piece,peace,not,knot,here,hear,witch,which,flower,flour,would,wood,be,bee,heal,heel,soul,sole,air,heir,break,brake,mist,missed,read,red,board,bored,buy,bye,pair,pear,male,mail,jeans,genes,not,knot,where,wear,so,sew,sow
https://www.tefl.net/elt/ideas/grammar/fun-activities-for-practising-a-an-the/
https://www.eslactivity.org/esl-adverb-activities/
A role-play activity where the students use the target language to ask questions about a fictional picnic.First, the students make a list of six kinds of food or drink that they are going to bring on a picnic. When they have finished, divide them into groups of three or four and have them ask each other questions.They should use their list of items to make the questions:
Student A: Have you got any water?
Student B: Yes, I've got some water?
cvičení: https://www.eltbase.com/mats/quanitity-expressions-correction-exercise.pdf
Pracovní list National Geographic: https://eltngl.com/assets/downloads/grex_pro0000000538/grex2_su8.pdf
Food and Comparative Adjectives
A very common combination of topic and this grammar point is food.
If you think about it, there are just so many possible sentences you can make: A is spicier than B. C is more delicious than D. E is saltier than F. Etc.
This simple game to practice comparatives is a great warm-up activity to introduce or review comparative adjectives. All you need for this game is a timer. To begin, brainstorm some comparative adjectives and write them on the board. Then choose a topic that has many nouns, such as ‘animals’. Then write a comparative sentence on the board comparing two animals. For example, ‘Elephants are bigger than cats.’.
Now the game can begin. The aim of the game is to make as many ‘comparative chains’ as possible. To make a chain, students must make a comparative sentence starting with the last noun of the previous sentence.
So, for example, if the first sentence is ‘Elephants are bigger than cats.’, then the next sentence must start with ‘Cats‘ (e.g. ‘Cat’s are smarter than pigs.’), and the sentence must start with ‘Pigs‘ (e.g. ‘Pigs are fatter than dogs.’), and so on. Give the first team 1 or 2 minutes to make as many comparative chains as possible, and then change the topic (e.g. food) for the next team.
Quiz - which is faster?
https://games4esl.com/lesson-plans/comparative-adjectives/
Kahoot: https://create.kahoot.it/details/9ca0b98a-c7a3-4863-b352-4cb37e417893
Do hodiny prines co mas rad a pak se to da popisovat atd(treba i najdi doma neco, co neumi ucitel pojmebovat)
Krestni jmeno a ke kazdemu pismenku napsat neco co je charakterizuje. Nemusi to na to pismeno zacinat,muze byt uprostred slova
Letopocty-student si napise nejaky rok a vyvsetli co pro nej znamena, nebo varianta ze ostatni hadaji, nebo napisu ja a studenti hadaji; da se zadat letopocty studentuma a aby hledali co podstatneho se stalo
Asociace-jedno za druhym slovíčka-zvuk-pisnicka atd
Ktery obrazek na tebe nejvic sedi-vyber obrazku s aktivitami, lidmi apod-student pak musi vysvetlit;
jak se citite-obrazky zvirat srandovni
Jsi hvezda-proc? Co se vam nejvic povedlo, za co jste na sebe pysni,...
Say a word from a list of homophones and challenge students to write both (or more) forms of the word. Possible words include: bear,bare,piece,peace,not,knot,here,hear,witch,which,flower,flour,would,wood,be,bee,heal,heel,soul,sole,air,heir,break,brake,mist,missed,read,red,board,bored,buy,bye,pair,pear,male,mail,jeans,genes,not,knot,where,wear,so,sew,sow
JABLKA K JABLKŮM
Přestože Jablka k jablkům (anglicky „Apples to Apples“) patří ke zcela známé hrací aktivitě v anglicky mluvících zemích, není tomu tak i u nás, neboť hra se nedá zakoupit v České republice. Nabízí se nám jedinečná příležitost ke tvorbě vlastních originálních kartiček! Vytvoříme si první sadu alespoň 10 kartiček. Na každou z nich napíšeme anglické přídavné jméno – pro mladší žáky budou dostačující barvy. Druhý balíček bude obsahovat minimálně 50 karet, kam napíšeme jakákoliv podstatná jména z rozdílných okruhů např. lev, citron, stůl, hora atd. Hra začíná vylosováním jednoho adjektiva. Účastníci hry obdrží právě pět karet. Každý z hráčů vyloží kartu, která se podle něj nejvíce hodí k významu daného přídavného jména. Vybere se ten hráč, který se přiblíží k významu nejlépe a získává bod. Tímto způsobem se hraje až do vypotřebování všech karet.
Guess who - HÁDEJ, KDO JSEM
- dá se koupit i taková stolní hra
Jak již název napovídá, cílem hry je uhádnout soupeřovu postavu na základě pokládání otázek, na které se může odpovídat pouze ano nebo ne. Při odpovědi „ne“ se nepotřebné karty sklopí. Hra přispívá k rozvoji slovní zásoby v oblasti vzhledu a dá se opět aplikovat v jakémkoliv cizím jazyce. Jedinou nevýhodu shledávám v tom, že je tato pomůcka pouze pro dva hráče, což pro celou třídu není využitelné, avšak do mých soukromých hodin je pomůcka naprosto ideálním zpestřením. Originál této hry, který se dá zakoupit v obchodních řetězcích, se mi zdál příliš jednotvárný z důvodu ustavičného dotazování pouze na barvu vlasů, očí apod. Mým záměrem bylo také procvičit velice často užívaný anglický gramatický čas - přítomný čas prostý. Vytvořila jsem si své vlastní desky s kartičkami postaviček, ke kterým jsem připsala dodatečné informace jako např. oblíbený sport či zvíře. Díky tomuto vylepšení bude žák donucen pokládat otázky ve stylu „Hraješ fotbal/tenis/golf ve svém volném čase?“, „Máš domácího mazlíčka?“ atd.
Fortunately / Unfortunately
English learners often have trouble remembering and correctly pronouncing these two useful words. One way to practice it is to start a story and have learners alternately advancing the story using these adverbs. For example: Teacher: Yesterday my car was stolen. Student A: Fortunately, it was insured. Student B: Unfortunately, the insurance company went bankrupt. Student C: Fortunately, my grandfather said he would buy me a new car. Student D: Unfortunately, he’s lost his mind and doesn’t have any money. Etc.
The Truth Game
This game is flexible with all ages and levels of English. Begin by drawing four boxes on your white board. In three of the boxes write the word ‘True’ and in the fourth write ‘False’ (pre-teach this vocab for beginners). Hand out a piece of paper to each student and ask them to fold it into four and write the same headings in each of their four boxes. Explain to the class that they should write three true ‘facts’ about themselves and one false ‘fact’. They shouldn’t show anyone else and when they are done they will read out their facts and everyone will vote to guess which one is the false fact. This is a very simple game but can be a great way to get to know something about your students and can be very fun depending on how creative the facts are.
The Artist Game
This is similar to the last game and can be played consecutively if the students use the back of their folded paper. Use the board to create four boxes again and in each box write the separate headings: ‘Person’, ‘Hobby’, ‘Place’ and ‘Item’. Explain to the class that they are to draw a picture (stress that it doesn’t need to be detailed) in each box. The ‘Person’ box will be of a person who is special to them. The ‘Hobby’ box will be of a favourite hobby of theirs. ‘Place’ will be a special place (e.g. holiday destination) and ‘Item’ will be an object they own which is special for them. Give them a short time limit to perform the task and then collect all the drawings at the end. Get the students to guess who the pictures belong to by presenting them to the class and perform a short Q and A session about particular drawings.
‘Lie Detector’
Lie detector is a great way to build rapport and trust with students. This activity involves the teacher writing three sentences on the board about him: 2 are true, and 1 will be a lie. Teachers should embellish the details slightly and write some sentences that the students wouldn’t be likely to guess. Depending on the level of the students, the students can then ask questions about the topics of the three statements of the teacher to determine the lie. BUT, the hook to this game is that YOU, the teacher, may lie verbally to the students in your response, and the students must play the role of a lie detector and figure out which sentence is a porky pie. You can then set it up as a fun game, while analysing the level of the students by getting them to write three sentences about them, with one of the sentences being a lie. A good way to do this is the class versus the teacher, if the student can successfully deceive the teacher, the class will get the point. If the teacher can successfully detect the lie, the teacher will get the point.
POZNEJME SE
Aplikování této hry v první uvítací hodině pomůže k poznání žáků a jejich zálib zábavnou formou. Stoupneme si do kolečka, první žák se představí a na počáteční 37 písmeno svého jména vymyslí něco, co má rád. Štafetu přebírá žák stojící vedle něj a říká, jak se jeho spolužák jmenuje a co má rád. Poté představí sám sebe. Průběh bude následující: „He is Tom and he likes tomatoes. I am Kate and I like ketchup“. Na každého dalšího studenta se tedy zvyšuje nátlak, neboť si musí zapamatovat všechny předchozí informace o svých nových kamarádech. Další kolo můžeme uzpůsobit k tomu, abychom se naopak dozvěděli, co děti nemají rádi. Ve výuce s jedním žákem hru pozměníme tak, že si s žákem postupně představujeme rodinu a kamarády a co mají a nemají rádi. Průběh hry je stejný jako pro skupinku. Největší rozvíjení je právě v komunikaci, protože věty tvoříme jak kladné, tak i záporné věty v přítomném čase, který je naprosto nezbytný jako základ angličtiny. Jelikož si sdělíme velké množství informací, trénujeme tímto i paměť.
THIS OR THAT
This icebreaker has students informally debate on light topics such as “Which animal makes a better pet…dog or cat?” Students have to choose a position, then physically move to the side of the room that most closely represents their opinion—one side means dogs, the other side means cats—and then talk about why they chose that spot. This game has always been a HUGE hit with any group I’ve ever taught: It builds student confidence with talking in front of their peers, it helps students quickly find kindred spirits, and it’s also just a lot of fun. Sample questions for This or That:
Which is worse: bad breath or body odor?
Which is better: Playing sports or watching sports?
Would you rather live in the country or the city?
Should all students be required to learn a second language?
Would you rather be indoors or outdoors?
Would you rather travel every single day or never leave homen.
Would you rather be poor but happy or rich and unhappy?
This icebreaker has students arrange themselves in an inside circle and an outside circle, the inside facing out, forming pairs. Pairs discuss their answers to a getting-to-know-you question, then rotate for the next question, forming a new partnership. This game gives students the chance to have lots of one-on-one conversations with many of their classmates and helps them quickly feel more at home in your class.
The possibilities for questions in this kind of configuration are endless; be sure to use more open-ended questions that can get students talking, rather than those that simply ask for a yes or no answer. Here are some sample questions:
In this game, students think about two scenarios and choose the one they would rather do. The “Would you rather…?” questions (a variety of which can be found online), can range from goofy to serious, such as:
You can play this as a whole class or put students in groups and give them a stack of cards with questions and they take turns asking each other the questions. Either way, following up by asking “Why or why not?” can lead to some fun discussions.
In this creative game, first think of several half-sentences and write each one on the top of its own piece of paper. The half-sentences should be written so that students can easily finish them to start a story, such as:
Alternatively, put these examples on the board and then have students each think of a half-sentence and write it on a piece of paper. Then, collect the papers and mix them up.
Students will then work in groups (or you can do this as a whole class). A group is given a paper with a half-sentence at the top and the first person in the group must read the half-sentence out loud, then finish it with whatever they like to continue the story (they will write it down and say it aloud). Next, the student passes the paper to his or her right and writes another sentence to continue the story.
When everyone has had a chance to contribute to the story, a representative of each group can read the completed story to the class. Not only can the stories be very funny, but this icebreaker gets students used to being more spontaneous with English.
This is an easy ESL icebreaker to incorporate on the first day of class (or later on if you feel students could get to know one another better). A benefit of this activity is that it removes the pressure of students introducing themselves at the start of class, which can sometimes cause stress for new students.
Simply break students into pairs and have them interview one another. To help students get started, give them a list of things to find out about their partner, such as where they’re from, how many siblings they have, or what their summer plans are for the upcoming year. Then, they will introduce their partners to the rest of the class.
hezky popsané tady - https://eflideas.com/2019/11/04/balderdash-esl-speaking-game/
https://www.teach-this.com/images/games/balderdash.pdf
This ESL activity, based on the game of the same name, works well for older and more advanced students.
Introduce a strange word that you’re sure they’ve never heard before (ask them to be sure that no one knows it, and make sure nobody looks it up!). Have each student write down a definition that they believe fits the word.
Collect all of the definitions and insert your own—the correct one—into the mix. Read off the definitions and have students vote on which they believe to be the correct one. Give points for students who guess correctly.
This activity is easy, quick, keeps students moving and talking, plus helps them discover what they have in common. The idea is for students to listen to their teacher’s prompts and organize themselves in a line (for example, in alphabetical order of last name) or in blobs according to something they have in common (birth month).
Try these prompts:
Small groups must identify three things that they have in common with each other – the stranger, the better. Put prompts on the board if you would like, then give students time to talk. Later, students report back and vote on which group has the strangest three things in common.
With the class in a circle the teacher asks a series of quirky yes/no questions. Students sit down if they can answer “yes” and the last student standing is the winner.
Get to know you bingo activity
https://www.eslactivity.org/find-someone-who-bingo-game-for-esl-students/
Mad libs
Vytvořit text s vynechanými místy na různé slovní druhy ale žáci nevidí příběh a jen random vytváří slovní druhy a pak je doplňují do textu.
Text si buď vytvoříte sami a mezery předpřipravíte na vhodná místa, nebo využijete různých online generátorů příběhů (další plus je v tom, že vám generátor nabízí náhodná slova, takže pokud vás nic nenapadá, můžete si nechat poradit a neznámá slovíčka se přiučit) nebo – za mě nejlepší verze – jeden krátký mad lib si na ukázku zahrajete a na příští hodinu necháte studenty nějaký příběh vymyslet, napsat a udělat do něj mezery. Může to být dopis Ježíškovi, novoroční předsevzetí, popis slavení Velikonoc v Česku (myslím, že cizinci si dodnes myslí, že české velikonoční tradice jinak než zcela náhodným madlibem vzniknout nemohly), známá pohádka (která tímto získá zcela nový kabát), líčení příběhu knížky, kterou čtete, recept na pizzu, historka z dovolené a podobně. Na webu ve výše zmiňovaném odkazu jsou i madlibs, které se hodí pro odlehčení Business English, přičemž učitelský duch ve vás do té srandy propašuje nakonec i skutečné psaní emailů: jak by měla znít správná verze atd.
https://www.funglicky.cz/internet/mad-libs-aneb-trocha-dadaismu-a-uzitecne-srandy/
generátor mad libs druhů : https://www.madtakes.com/libs/184.html
TABOO
Anglický název „Taboo“ v sobě skrývá karetní hru, která prověří nejen slovní zásobu, rovněž i vytváření ucelených a popisovacích vět v cizím jazyce a schopnost něco vysvětlit. Na kousek papíru napíšeme např. slovo „lemon“. Pod něj sepíšeme tři slova, která jsou pro lemon typická. Jako příklad uvádím: kyselý, čaj, žlutý. Čtecí varianta: ti nejmenší přečtou pouze tři typická slova a hádající musí vyslovit tučně zvýrazněné slovo. Při této variantě se dbá pouze na správnou výslovnost. Snadnější varianta: student má za úkol vysvětlit zvýrazněné slovo (aniž by ho ve svém popisování řekl) a musí ve své řeči použít všechna nápomocná slova z karty. Náročnější varianta: hra dostává svého jména – nesmí se použít žádné slovo napsané na kartičce. Tím žák přemýšlí nad slovíčky více do hloubky a snaží se obejít svůj přirozený způsob interpretování, při kterém by použil právě zmíněná slova.
LEMON
SOUR
TEA
YELLOW
OBLÁČKY
V první hodině se chci o žákovi dozvědět co nejvíce a zvolit takový způsob, při kterém zjistím, jak umí angličtinu používat. Každý z nás dostane určitý počet „obláčků“ či jakýchkoliv jiných obrazců, do kterých napíše údaje o sobě, které však nejsou lehké k uhodnutí. Poté si obláčky vyměníme a tvoříme otázky, které si myslíme, že jsou nadřazené odpovědím. Můžeme tedy například napsat číslo domu, začátek studia angličtiny nebo velikost boty. Těžší varianta může nastat, pokud předem otázky vytvoříme, žák bude zapisovat odpovědi právě na tyto otázky a poté už je řada na nás v dotazování. Tuto aktivitu volím z důvodu častého problému při tvoření otázek. Anglická gramatika má svá pravidla, která nejsou pro české studenty přirozená, a proto je často v otázce opomíjejí. Týká se to zejména přítomného času, na který se touto hrou zaměřujeme. Jakmile student uslyšel správně poskládanou otázku ode mne, neměl s tím také sebemenší problém, neboť byl začátek věty tázací skoro vždy stejný. Hra je velmi praktickou pomůckou, pokud chceme rozvíjet vztah mezi učitelem a dítětem, neboť podporujeme vzájemnou socializaci, kdy se o žákovi dozvídáme zcela nová fakta
SCrabble
Shit happens - párty deskovka - pro starší
Dixit
- jak využít: https://teachinggamesefl.com/2017/08/24/how-to-use-dixit-in-the-classroom/
jsem nějaká osoba nebo věc a člověk hádá co nebo kdo jsem
vymýšlení příběhů - třeba jeden vymyslí větu a další musí pokračovat a kam nás to zavede
obrázek a k tomu vymyslet ve skupinách/dvojicích příběh
Pustit film/seriál - dát hlasovat aby oni pak popsali o čem ten film, na který se chtějí dívat
jeden žák má abstraktní obrázek a popisuje ho druhému a ten ho maluje a zároveň se ptá na otázky
Groups: Students can work in pairs or threes. One person is the designated writer. The other partner is the runner. They can only read and speak. (If you have groups of three, the two non-writers take turns being the runner.)
Action: When time starts, one runner from each group “runs” to the front and memorises as much text as possible. He or she then returns to the writer and reports what was read. The writer writes. This continues until the text is complete.
Rules: The students should try to reproduce the text exactly – including correct spelling and punctuation. With advanced groups, fine points like italics, parentheses, or other features must be accurate. The first group to finish with a correct text is the winner.
You need to emphasize to the runners that they can only whisper to their partners and not speak in a normal voice. If you let students speak in their normal voices, they will start shouting from across the room.
Review: After everyone finishes, pass out copies of the text. Student can check their work, note the target grammar structure, and do a follow-up activity.
prezentace s názvem Czenglish
https://www.mendelova.cz/files/posts/150/files/kmeny_a_koreny.pdf
https://globe-czech.cz/_files/portfolio-files/12162228_kmeny-a-koreny.pdf
- vhodné na zopakování nebo nové učivo
another photos for competiton
picture activities: https://teacherspitstop.com/10-esl-activities-using-pictures/
A “Find someone who....” questionnaire is a very simple and effective activity which can be designed to include whatever tenses you’ve covered in your lesson and generates a lot of natural student talk time. Create a questionnaire form with two headings:
Find someone who…… / More information.
Below the first heading, have question prompts such as “……….has been awarded a prize”. Students use this to ask their classmates questions in the passive voice: “Have you ever been awarded a prize?” and then record the name of whoever they find that has, together with some follow-up information having asked something appropriate using the passive voice, such as “Why were you awarded the prize?”
Make sure you allow time at the end of the activity for students to report back. Expect something like “Nick was awarded a prize for being voted employee of the month”. Don’t expect all the follow-up information to be in passive, but do encourage natural responses.
práce s textem - klíčová slova, hlavní myšlenka - odpořit dvěma větami tento argument;
nějaké otázky, žáci rozděleni na skupiny, každá skupina hledá odpověď na otázku v textech rozmístěných po třídě
Dixit karty - třeba několik karet a dle toho napsat příběh
životopis návod - https://www.youtube.com/watch?v=_fP43gcBywU&ab_channel=StandOutCV
Představte si, že jste teď ukončili naši školu a hlásíte na nějakou pracovní pozici, která vás zajímá. Vytvořte v angličtině váš životopis, který byste mohli využít (CV/Resume) dle následující osnovy:
1. Personal details
2. Education and qualifications
3. Work experience
4. Skills
5. Interests, hobbies
Doporučuji se podívat i na následující odkaz, kde najdete užitečné fráze: https://www.helpforenglish.cz/article/2008122201-jak-napsat-anglicky-zivotopis
Zkuste se zamyslet a opravdu napsat, co nejvíc věcí, ve kterých jste zkušení a můžete to nějak doložit.
Interview - základy: https://www.indeed.com/career-advice/interviewing/job-interview-tips-how-to-make-a-great-impression
Roleplay interview dle otázek na ploše
https://quizlet.com/112372052/exam-job-interview-questions-flash-cards/- interview otázky, spolu projít
Roles in the company - owner of the company,President, CEO - chief executive officer, CFO- financial, executive assistant, chief operating officer Managers - marketing manager, product manager, project manager, finance manager , HR manager, … Supervisor, Accountant, Marketing specialist, Sales representative, Customer service representative, administrative assistant, IT specialist, designer, …..
Phrases?: responsible for, in charge of, deal with, I run the sales department, work for
https://www.funglicky.cz/tipy-pro-lektory/aktivita-do-hodin-na-sklonku-leta/
Preteach - brainstorming - Společnost/firma:
Business - Company, firm, enterprise, organization
senior-level positions Roles in the company - owner of the company,President, CEO - chief executive officer, CFO- financial, executive assistant, chief operating officer
Managers - marketing manager, product manager, project manager, finance manager , HR manager, …
Supervisor, Accountant, Marketing specialist, Sales representative, Customer service representative, administrative assistant, IT specialist, designer, …..
Phrases?: responsible for, in charge of, deal with, I run the sales department, work for
Projekt ve skupinách
Udělají prezentaci jejich firmy, mají název, co dělají, kde působí Rozdělí si role ve firmě a každý sám za sebe napíše, v čem přesně spočívá jejich role
Dobrý zdroj: https://www.cristinacabal.com/?p=8519
Napsat jakou osobnost by měl člověk vykonávající takové zaměstnání mít. Použijte přídavná jména, která znáte
Police officer, politician, computer programmer, actor, psychologist, doctor, farmer
generátor random otázek: https://www.conversationstarters.com/generator.php
- Write London on the board. Ask students to tell you what they know about this city. Have they been to London? Do they know any famous places in London?
- In groups on your phones find the places you would be interested to visit, write down five of them and write down basic info about them - in pairs?
- you are going to say the first part of a famous place in London and that they have to complete the name. Put the students into teams, ask for hands up to complete the names, and give a point for each correct answer. Use these places: Big Ben, London Eye, Tower of London, Tower Bridge, Buckingham Palace, Houses of Parliament, Oxford Street, Madame Tussauds. Give help if necessary e.g., ‘Is it Big Bob or Big Ben?’
- In two groups you have a budget of 800 pounds per person to spend on planning a week trip to London. Decide how much money you would use for what. You definitely need money for flights, accommodation and food. Maybe transport, tickets - attractions, concerts….Možná musíte udělat kompromis někde. Pokud mají net tak nic, pokud ne tak jim napíšu orientační ceny a taky dle času:https://www.budgetyourtrip.com/united-kingdom/london
pustit hakka
Prezentace, pak s tím dál pracovat:
https://www.youtube.com/watch?v=P_sUhTWtvG4&ab_channel=TheTonightShowStarringJimmyFallon Australia
https://www.youtube.com/watch?v=Hwstj9FJHGg&ab_channel=TheLateShowwithStephenColbert Ireland
https://www.youtube.com/watch?v=P_sUhTWtvG4&ab_channel=TheTonightShowStarringJimmyFallon Australia
https://www.youtube.com/watch?v=70HAL2-KhGM&ab_channel=TheGrahamNortonShow NZPak ukázat i video hodně s přízvukem: https://www.youtube.com/watch?v=9QCgqQdmr0M
https://www.youtube.com/watch?v=_7FFQPmGgUQ&ab_channel=ClipsyBoxClipsyBox Korg
Multicultural UK: https://www.teachingenglish.org.uk/article/multicultural-uk
Choosing a new flag: https://www.teachingenglish.org.uk/article/new-flag
New York worksheet: https://eslbrains.com/visiting-the-art-capital/
Různé kvízy a obrázyk bitských nápisů a reálií - vypadá to moc využitelně : https://www.helpforenglish.cz/article/2014010801-signs-and-notices-2-50-photos
https://teflhandbook.com/efl-esl-lesson-plans/a1-mid-level/places-in-town/
Students have to mime activities related to different places in a town.One at a time, students come to the front of the class to perform an action associated with a particular location. The other students have to guess the place and the activity. You can turn this into a game if you want, and it also serves as an excellent revision activity for future classes.
(distančně nebo prezenčně ve skupince s mobilem)
https://www.bentleyhomes.com.au/3dvirtualtours/
Nakreslete půdorys (pohled shora) vašeho vysněného bytu/domu s rozčleněním místností.
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https://www.teachingenglish.org.uk/article/secondary-student-well-being
https://www.teachingenglish.org.uk/article/slavery-thing-past
-AMerican culture - think about it and write down three things that for you mean America
AMerican culture - https://www.youtube.com/watch?v=K1HxW5vc_lU&ab_channel=BRIGHTSIDE
https://www.teachingenglish.org.uk/sites/teacheng/files/Mindfulness_Lesson_Plan_0.pdf
Title: ??????
Location: ??????
Main Characters: ?????
Main Events: ????
Ending: ?????????
Jak to dokončí, tak to dám každý papír jiné skupině, aby to ohodnotila jako odborná porota a napsala + a -
Pak se to vrátí těm skupinám a ty přečtou o čem to je a jak je ohodnotila porota
https://eslbrains.com/visiting-the-art-capital/
Miming “happy”, “sad” and “angry” is a very good way of making the meaning of the words clear. It can also be turned into a practice activity in which one person picks up a flashcard with a feelings word and/ or picture on it and mimes it for their classmates to guess. For example, a student picks up a card and stomps their feet and shows their teeth until someone shouts out “angry”.
Students draw something to represent one feeling until their partner guess which one it is, e.g. drawing a face and tears for “sad”. This can also be done with full sentences, e.g. “I am bored because I am doing my homework”. You could also combine it with a recent vocabulary point by drawing “a happy carrot” (food vocab) or “an angry car” (transport).
Find or write a story with lots of feelings adjectives in it and then blank those words out. Students read the story and try to fill in the missing words. If you can’t find or put enough feelings words on one page, you could use various short extracts, e.g. ones found through internet searches for each feelings adjective.
Ask students to write stories using as many feelings adjectives as they can and then ask them to blank them out for other students to guess.
Kahoot:
https://create.kahoot.it/details/ce11420f-6af0-47b4-8c3a-26002ab0e61f
https://create.kahoot.it/details/6c8828f7-ce26-4b69-b41d-801f6d90f1ed
Práce s textem:
https://www.onestopenglish.com/download?ac=10
Fast fashion lesson plan: https://www.teachingenglish.org.uk/article/fast-fashion
- napsat předpověď pro nějaké město - vymyslet
- najít nějaké město a napsat si, jak tam bylo, je a bude vč třeba vlhkosti apod - dá se to odprezentovat jako ve zprávách
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Now, it’s the students’ turn. Here are the “specs” for this project:
Passive eg: The rabbit was rescued by the man.
Remember, your students will need to experience several different approaches to the passive tense before they are able to reproduce it easily and naturally. The great thing about these activities—particularly BINGO—is that they can be returned to (with added complexity) once students’ confidence increases and they are able to produce more interesting, complex passive voice sentences. Good luck!
https://www.ef.com/wwen/blog/teacherzone/three-activities-teach-passive-voice/
environment - plastic free lesson plan: https://www.teachingenglish.org.uk/article/plastic-free-not-easy
Upcycling - https://www.teachingenglish.org.uk/article/upcycling
- vytvořit leták k nějakému konkrétímu sportu (i za pomoci internetu) - basic facts, rules, where it is played, equipment, famous people, ....
hiking adventure role play: https://teachinggamesefl.com/2017/09/27/hiking-adventure-role-play-games-in-the-classroom/?fbclid=IwAR3R0rbwdL_H3KF0EKErkoRSn1P0FCvXvMSBFC97M4VER6_M2_Ufmd2ep3c
https://www.cambridgeenglish.org/Images/582665-covid-19-lesson-plan.pdf
https://www.teachingenglish.org.uk/article/life-after-covid-19
Christmas in Australia news - https://www.youtube.com/watch?v=9pjHmB6JhNY Kvíz spíš pro mladší asi: https://create.kahoot.it/details/d39736f0-7cae-470c-bf5e-860bedd5bae2 https://create.kahoot.it/details/9284aeeb-d85a-44bb-b7f1-391779b0b1ca https://en.islcollective.com/video-lessons/christmas-in-australia
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