CLIL Základy společenských věd

Kurz angličtiny pro nekvalifikované učitele angličtiny na ZŠ a pro učitele odborných předmětů na OSŠP Kolín s.r.o. CZ.1.07/1.3.04/04.0017

CLIL Základy společenských věd

Přílohou k tomuto dokumentu je soubor prilohy_clil_zsv.rar

Jazyky pro učitele CZ.1.07/1.3.04/04.0017

Kurz angličtiny pro nekvalifikované učitele angličtiny na ZŠ a pro učitele odborných předmětů na OSŠP Kolín s.r.o. Pracovní list č. 1

Vyučovací předmět

Základy společenských věd

Ročník

I.r.

Časová dotace

45 min

Lifestyle and the Urbanization. Téma

Cíl vyučovací hodiny

Procvičování a prohlubování znalostí z učiva ZSV – sociologie, psychologie

Kompetence k učení, sociální a personální Klíčová kompetence

Osobnostní a sociální výchova Průřezová témata

A2 Předpokládané jazykové znalosti

Předpokládané odborné znalosti

Obecné znalosti základů společenských věd: sociologie, psychologie

-1-

Jazyky pro učitele CZ.1.07/1.3.04/04.0017 Očekávané výstupy Seznámení se se základními pojmy sociologie životního způsobu, se zaměřením na problematiku urbanizace a jejích projevů a důsledků. Porovnání životních stylů typických pro město a vesnici a diskuse o vlastních zkušenostech.

Nová slovní zásoba A lifestyle The urbanisation Behaviour A value An interaction A habit A Custom To determine Population Demography To predict An advantage A disadvantage The environment An article Traffic A flood Sea level To provide To afford To pollute To rise To lead Pomůcky Text „Living in the City“ fotografie Text „Viewpoint – The urban world in 2050“ Kopie se cvičeními k textu Kartičky se jmény měst a míst

-2-


Popis vyučovací hodiny

Hello, good morning, how are you?

Today we are going to talk about a special part of sociology – called a sociology of a lifestyle, and specifically about the process called the urbanization.

Warm up: Where do you live? Can you please form two groups now, one with everybody living in a town and the other with students from the country? Can now each of you tell us one think you like about it personally? Thank you for your answers.

(5-10mins)

Now, we will do a little bit of theory: We know what is a SOCIOLOGY on general – it is a social science dealing with people and society, and different social processes in it. One of its subdisciplines is called a “sociology of a lifestyle”, which is applied to this specific area. What could be a definition of a “LIFESTYLE”? = it is a way of behaviour of people that is dependent on social conditions, is formed during different human activities. It is connected to people’s values, norms and ideas. So simply we can say it is: “what people do, who they do it with and what do they think of when doing it”

A LIFESTYLE has a lot of individual components, parts, for example: -

different ways of spending free time

-

work-connected qualities

-

consuming activities and ways

-

different forms of interaction

-

habits, customs, rituals

(write these parts as a list on the board, to look at it)

-3-

Jazyky pro učitele CZ.1.07/1.3.04/04.0017 What determines our lifestyle? There are these factors: 1/ social 2/ asocial – inner (gender, age, genetics) outer - physical, or biological 3/ demographic – the size of population, its structure (also on the board) All changes in demography influence the lifestyle of its population, for example the length of life is longer now, the population is getting older, people are moving from the country to the cities historically – which is called “urbanization”, there are changes in traditional families and so on.

Question: “What is your tip – what is going on during the urbanization?”

“First, what changes happened in the past when people moved from villages to big cities? Why did they move? How is their lifestyle different in a town and in a village? Can you predict something for the future? What do you think cities will look like in the future? Do you have some examples from for example sci-fi movies? Do you believe it?”

(a time for the discussion now, 5min)

Now, I am going to give you a short text called “Living in the city”, and we will try to find some advantages and disadvantages of a city life. Can you maybe think of some other examples, and put it on our list? Reading 10min (individually)

OK, did you finish reading? Did you understand it? Every student now chooses one thing from the text and please put it to either “advantage” or “disadvantage” – an advantage is something good about it, a disadvantage is a bad thing. Can you now please form two groups in the class and the students with advantages come together and with disadvantages come together and tell us what do you have?

-4-

Jazyky pro učitele CZ.1.07/1.3.04/04.0017 Now, can you tell us something similar about the life “in the country, in villages”? Thank you for your examples and answers. Now, we will read an article about the urbanization – why do you think so many people around the world are going to live in cities? First, look at the pictures please: what changes can you see?

…time for reading, preferably aloud, together, plus explain unknown or new words… (10-15min)

Please, have a look now at exercise 3: In which part does the professor Rhodes talk about these topics? Read the article again. What reasons does Professor Rhodes give for these predictions – exercise 4? (handout) Now, in group, can you answer these questions?: How do you feel about the changes Professor Rhodes describes? Which are good and which are bad? Do you disagree with anything Professor Rhodes says? Why? At this point we will practice and use some words about the environment which were in the article. Please, cover the article and use the words and expressions from the box to complete the sentences. Then we will check it in the article – it is the exercise 6. (handout)

We can also talk about these changes: Which places in your country or city: have the worst traffic/sometimes have problems with flooding/have the most popular green areas?/ are the dirtiest/might have problems if sea level goes up? Discuss as a group activity 5 min

(If there is still some time left, another possible option): Now I will give some cards to help you, can you try to compare these towns, or places? (give out the cards with the names written on them, give it in the middle of the students to look at it as a group) What or which would be you ideal place to live, and why? Can you give me an

-5-

Jazyky pro učitele CZ.1.07/1.3.04/04.0017 example? (discuss)

Thank you very much for your opinions, it was very interesting. Have you got any questions?

We covered the basic terms what is the sociology of a lifestyle about and talked today about the problem of the urbanization, and next time we can add something more and talk more about another part of the lifestyle, which is a “free time”. Thank you for coming and for your work today. I am looking forward to the next lesson. Have a nice day, good bye.

Literatura: HOMOLA, M., TRPIŠOVSKÁ, D. Základy obecné psychologie (pro studující andragogiky). Olomouc: UP, 1992. HRDÝ, L., SOUKUP, V., VODÁKOVÁ, A. Sociální a kulturní antropologie. Praha: SLON, 1993. ISBN 80-901424-1-9. KELLER, J. Sociologie byrokracie a organizace. Praha: SLON, 1996. ISBN 80-85850-15X. KELLER, J. Úvod do sociologie. Praha: SLON, 1992. ISBN 80-901059-7-1. LIBROVÁ, H. Pestří a zelení. Brno, 1994.

-6-

Jazyky pro učitele CZ.1.07/1.3.04/04.0017 MCLUHAN, M. Jak rozumět médiím. Praha: ODEON, 1991. ISBN 80-207-0296-2. MUSIL, J. Sociologie bydlení. Praha, 1971. MUSIL, J. Sociologie soudobého města. Praha, 1967. PÁCL, P. Sociologie životního způsobu. Brno, 1988. PETRUSEK, M. Sociologické školy, směry, paradigmata. Praha: SLON, 1994. ISBN 8085850-04-4. PETRUSEK, M. Sociologie. Praha: SPN, 1991. ISBN 80-04-25981-2. SOARS, J. L. New Headway English Course Pre-intermediate Students Book. Oxfard: OUP, 2000. ISBN 0 19 4366707. TOFFLER, A. Šok z budoucnosti. Praha, 1992.

-7-





Ročník

I.

Časová dotace

45 min

Lifestyle and Free Time Téma







Obecné znalosti základů společenských věd: psychologie, sociologie

-8-


Očekávané výstupy Seznámení se se základními pojmy sociologie životního způsobu, se zaměřením na problematiku volného času. Diskuse o zdravém životním stylu.

Nová slovní zásoba A lifestyle Overtime Compulsory A duty Household To commute Free will To develop To produce To consume Mass culture To make money Unemployed Bound A budget Do-it-yourself To socialize To influence To determine Idle A purpose Voluntary Rehearsal A survey A questionnaire A check-list The Red Cross Attitude/approach To hire Pomůcky Kopie se seznamem volnočasových aktivit Nahrávka s poslechem k porozumění (stopa 1.1) Seznam/test pro zdravý životní styl z příručky Červeného kříže

-9-



Hello, Good morning, how are you?

Today we are going to talk about a special part of sociology – called the sociology of a lifestyle, and specifically about free time which is one important part of a lifestyle.

Warm up: What do you do in your free time? How much free time do you have? Can you look into this list with some free time activities and choose three activities that you like? Can you choose something that you do often, sometimes, or never? (give out the copy with the list of words) Thank you for your answers.

(5-10mins)

Now, we can go on with our lesson. Last time we talked about the urbanization, about some changes that happened when people started to move from the villages to towns and cities. One of the practical results of these changes is also that people had more FREE TIME.

All human activities can be divided into three groups according to time when we do them: (write down on the board): A. activities connected to work: work, overtimes, trainings, compulsory activities. These activities give a life specific rhythm, structure. B. “bound” time – is closely connected to A but is not set when and how long we should do it, for example time we need for activities and duties at home in the household, caring for the children, commuting to and from work or school, eating, personal hygiene, health care. C. Free time – all other activities. It is the time that is left after work and bound activities.

- 10 -

Jazyky pro učitele CZ.1.07/1.3.04/04.0017 You can freely choose what to do in this time, you use your free will, and is mainly used for a relaxation, rest.

The main functions of free time are: -

To have a rest, not to be tired

-

Not to be bored

-

To improve and develop your personality

There are also some theories that there are some negatives about free time: people in free time do not do anything useful, they only spend time idly, and consume, do not produce anything. It is connected with the history, when there were three main attitudes, approaches: 1. Optimistic – work is only duty, and only in your free time you can find what you want 2. Negative – free time is idleness, inactivity, waste of time (influenced by the church which had a negative view on free time, people we considered to workonly.) 3. Realistic – free time is one part of a human life and has its purpose.

During the changes in the modern time there is more and more free time globally and there exists a so called MASS CULTURE which enables people to spend their free time. At the same time people need to make money also to spend them on their free time activities, which forms a “vicious circle” or a paradox, because people work more to have more money for their free time activities but then have less free time in the end. Also, people try to get more free time when they save some bound time, for example household care – they hire some helper, cleaners, but they need more money for it, where can get the money now? – overtime work -

Get a better qualification and a better job, or

-

Get a second job All three ways mean at the same time less free time.

- 11 -

Jazyky pro učitele CZ.1.07/1.3.04/04.0017 Also if anything happens with a family budget and people have to save money, free time activities are the first option to leave out of the budget.

Another example are unemployed people – they have a lot of free time but usually not enough money for the activities.

A modern time is also the time of what we call INFORMATION ERA /EXPLOSION, full of stress, civilization illnesses, so there is a need for free time. (Put on the board): WORK, GAMES, and STUDY – These are three basic human activities. The way of your work also determines the way of your spending free time.

What are the activities we do in our free time? -

Manual activities: gardening, do-it-yourself activities

-

Physical activities : sport, travelling

-

Aesthetic activities : reading, museums, cinema, theatre

-

Intellectual activities: education, your own courses

-

Social activities: “socialising”, visits, political activities

What are the influences on how we spend our free time? -

Family, genes, the way of your up-bringing, work, the place where you live (what options you have)

Basically there are two extreme examples how to spend your free time: -

Passivity

-

Hyperactivity (and both are “deviations”)

There even exists a special field of pedagogy called the Pedagogy of Free Time which gives advice how to use your free time reasonably.

- 12 -

Jazyky pro učitele CZ.1.07/1.3.04/04.0017 Some experts also talk about SEMI-FREE TIME – these are some activities that people started to do voluntarily but gradually have to do it regularly and have some advantages from it, for example gardening, playing some musical instrument, when you have to go for trainings, rehearsals, practice, and you have some performances etc.

Sociology techniques for exploring free time activities are: A survey, a questionnaire which was something we did in the beginning of our lesson, similar questions.

Now, in the end, try to listen to some people talking about what do they do in their free time, and tell me and information you remember about the please. (play a listening recording) Good, was it easy, difficult?

Thank you for your attention. Now you know the basic terms connected with the free time in English, and also you should be able to talk about your free time activities more.

Also, I brought you a list, which is a check-up list for a healthy lifestyle, so we can read it and check what is correct for you, and you will see how healthy your lifestyle is. It is the list from American Red Cross handbook, so you can take it as advice if you want… (give out the copy with the list)

I wish you a nice day, the lesson is over now, thank you. Good bye.

Literatura: AMERICAN RED CROSS Community first aid and safety. St. Louis: Mosby Lifeline,

- 13 -

Jazyky pro učitele CZ.1.07/1.3.04/04.0017 1993. ISBN 0-8016-7064-0. BLAŽEK, B. Tváří v tvář obrazovce. Praha: SLON, 1995. ISBN 80-85850-11-7. FILIPCOVÁ, B. Člověk, práce, volný čas. Praha, 1967. HOMOLA, M., TRPIŠOVSKÁ, D. Základy obecné psychologie (pro studující andragogiky). Olomouc: UP, 1992. KAPR, J., LINHART, J., FISCHEROVÁ, V. Sociální deviace, sociologie nemoci a medicíny. Praha: SLON, 1991. ISBN 80-85850-03-06. KELLER, J. Úvod do sociologie. Praha: SLON, 1992. ISBN 80-901059-7-1. MCLUHAN, M. Jak rozumět médiím. Praha: ODEON, 1991. ISBN 80-207-0296-2. MUSIL, J. Sociologie soudobého města. Praha, 1967. PÁCL, P. Sociologie životního způsobu. Brno, 1988. PETRUSEK, M. Sociologie. Praha: SPN, 1991. ISBN 80-04-25981-2. PETRUSEK, M. Sociologické školy, směry, paradigmata. Praha: SLON, 1994. ISBN 8085850-04-4. ŠVIGOVÁ, M. Volný čas a my. Praha, 1967.

- 14 -





Ročník

I.

Časová dotace

45 min

Téma

Demography as a Social Science – Basic Terms/Introduction


Procvičování a prohlubování znalostí z učiva ZSV – sociologie, demografie

Klíčová kompetence

Kompetence k učení, sociální a personální, občanské

Průřezová témata

Výchova demokratického občana, Osobnostní a sociální výchova



Obecná znalost problematiky společenských věd, základy sociologie

- 15 -

Jazyky pro učitele CZ.1.07/1.3.04/04.0017 Očekávané výstupy Seznámení se se základními pojmy demografie, orientace v základní problematice, schopnost číst statistická a demografická data a diskutovat o nich.

Nová slovní zásoba Demography The population Migration Immigration Emigration A divorce Citizenship Religion A rule To predict To develop To describe The size Location A chart A graph To concentrate The census Compulsory A registry A survey A questionnaire To project The density The ageing A histogram Unemployed Education Nationality Household

Pomůcky Sčítací list osob 2011 – formulář Kartičky s názvy zemí Obrazová příloha – hustota zalidnění v ČR, obrysová mapa ČR, graf věkové struktury obyvatel ČR Novinový článek s výsledky sčítání lidu pro Středočeský kraj

- 16 -




Today we are going to talk about demography and its elementary terms and vocabulary. We will also discuss some demography data and information about people in the Czech republic.

Do you know what demography is about? What comes to your mind if you hear its name? (ask students) DEMOGRAPHY is a social science which studies people – population and its development. Its name is made of words “demos” – a Greek word for “people” and “grafein” = “to describe” th

This name was invented in the 19 century. Soin detail we can say this science wants to describe various information and processes that are connected with people in general. It is connected with specific people in specific places, so it always describes and talks about specific group of people , and describes the number of people born, died, migrating, getting married, divorced so we say this science is interested in -

natural movements: people born, died, married

-

social – legal

movements: changes in social positions, political positions,

qualification, citizenship, religious changes -

mechanic movements: moving in/out, migration

Demography wants to find out if there are some regularities in the development of population, some specific rules. Based on these rules they can set up some theories, prognosis, predictions and for example can form some principles for “population policy” which may influence the development of population. Demography information and knowledge can help some other social sciences and can help especially with planning and controlling state policy. Demography has its own separate disciplines which are divided into: a. quantitative – these are descriptive parts of demography, describe the size, structure, area, location of population, form mathematical rules, tables, charts.

- 17 -

Jazyky pro učitele CZ.1.07/1.3.04/04.0017 b. Qualitative – these concentrate on quality parts of these processes. Most closely it cooperates with sociology, political economy, political science, ethnology etc.

Demography uses these main methods: 1. DEMOGRAPHICAL STATISTICS – which collects main data about the number of people, their location and structure. It collects information in certain time – this is what we call the CENSUS – that is an “inventory” or “register” of people done at one time for all the people living in specific region. These inventories are done regularly each 10 years, and the last one was taken in 2011. – Do you remember it? (ask students about it) Do you remember what kind of information was collected? Can you give me some examples? (discussion, you may put the ideas on the board, 5min) Yes, it counted: the number of houses, flats, salaries, religion and so on. The census is compulsory for everyone in the country, but it is anonymous. Now, look at one list of this census, I will give you an example. (give out one page of the census form, see the enclosure, 5min)

This information is collected at one time, it is “static”. But they also do “dynamic” work ‘ they collect information about other processes like marriages, deaths, migration, and other changes in time – this is the information which can be found in the REGISTRY OFFICES, various health institutions statistics books etc.

2. Another method are demographical surveys, researches – done specifically for one concrete problem – for example to find out the information about marriages, divorces, free time – it is done with the help of different techniques: survey forms, interviews, observation, questionnaires. 3. Based on detailed information about population and its changes are done “demographical projections, prognoses and predictions” – it tries to predict future changes of the population in the next usually 5 – 20 years.

- 18 -

Jazyky pro učitele CZ.1.07/1.3.04/04.0017 Let us look at some specific terms that demography use and works with: POPULATION – these are all people living in a specific area. For them, we have some data about their AMOUNT/NUMBER, and their ALLOCATION – where are they located, in which parts of the state. This is connected with the DENSITY of population which is counted out of the two previous sorts of information like this: h=S/P and is counted as to square kilometers. Nowadays the density for the Czech republic is around 133people per square kilometer. The people are not located in the area regularly – it depends on the climate, countryside, energies, jobs, etc.

Can we now work together – look at these cards with the names of some countries, can you tell which countries have the least density and which have the highest density of population? Please divide them into two groups…. (5-10min activity) (use the cards with countries names) (Correct solution: the lowest density: Mongolia, Iceland, Saudi Arabia, Namibia, Australia, Surinam, Mauritania, Botswana, Canada, Guyana, the highest: Monaco, Hong Kong, Gibraltar, the Netherlands, Japan, Singapore, the Maledives, Malta, Bahrain, Bangladesh)

Now, I will give a blank map of the Czech republic, please take a pencil or a pen and try to draw or mark the areas that you think are most densely populated, each individually (give them 5min) Now, we will check if you were right. I will give you the map with these areas already marked, can you compare it with your tips? Good, thank you.

Now, other demographical terms: Another characteristics of the population is the AGE – it tells us how “old” or young” the population is as a whole. It counts either a chronological age at a certain time, or people try to fit into specified age groups/categories. Depending on that we talk about three kinds of population:

- 19 -

Jazyky pro učitele CZ.1.07/1.3.04/04.0017 A. Progressive (with a large part of young generation) B. Stationary ( age groups at the same levels) C. Regressive ( with more older people), we talk about the “ageing” of the population Most countries in Europe and Western nations are in the B or C groups – population is basically getting older. Have you heard about this trend before? What might be possible problems connected with it? (discuss it) (the state needs more hospitals, old people housing etc. what else?)

Based on this information. Demography forms different CHARTS, GRAPHS, called for example HISTOGRAMS, or “age pyramids”. I will show you one example of such a graph about the age groups in the Czech republic. (see enclosed graph about the age structure, 5min)

Another structure of the population is by MARITAL STATUS – people find themselves in these categories: single, married, divorced or widowed. SOCIAL structure of the population is especially by the work they have: agriculture, industry, production, services, communication etc.

ECONOMICAL structure of the population: People are in these categories: I.

Economically active – people in work

II.

Unemployed – young people with no previous job or people who lost a job

III.

Economically inactive – children, women at home, retired people

Demography also watches a lot of other factors such as educational structure (type of the education), nationalities in specific areas, ethnic groups, also some household information, data about marriages, divorces, births, deaths, and migration – immigration and emigration.

- 20 -

Jazyky pro učitele CZ.1.07/1.3.04/04.0017 All this information is interesting to read through, and now that we have the elementary knowledge of this area, we can read through some interesting details from the last census about the people in Central Bohemia and discuss it if you want. (give out the copy of the newspaper article with presentation of the census results and read it, discuss it., 10min)

I hope you found it useful and interesting. If you are interested in this subject, you can also go to www.demografie.info, where you can find more information too. Thank you very much. The lesson is finished now. See you some next time, have a nice day. Good Bye.

Literatura: DISMAN, M. Jak se vyrábí sociologická znalost. Praha: Vydavatelství Karolinum, 1993. ISBN 80-7184-141-2. HRDÝ, L., SOUKUP, V., VODÁKOVÁ, A. Sociální a kulturní antropologie. Praha: SLON, 1993. ISBN 80-901424-1-9. KALIBOVÁ, K., PAVLÍK, Z., VODÁKOVÁ, A. Demografie (nejen) pro demography. Praha: SLON, 1993. ISBN 80-901424-2-7. KELLER, J. Úvod do sociologie. Praha: SLON, 1992. ISBN 80-901059-7-1. PETRUSEK, M. Sociologie. Praha: SPN, 1991. ISBN 80-04-25981-2. PETRUSEK, M. Sociologické školy, směry, paradigmata. Praha: SLON, 1994. ISBN 8085850-04-4. SÝKOROVÁ, D. Úvod do demografie. Olomouc: UP, 1991. MF DNES, 5. ledna 2013 Časopis Demografie

- 21 -





Ročník

I.

Časová dotace

45 min

Ecological Footprints Téma


Procvičování a prohlubování znalostí z učiva ZSV – sociologie životního prostředí, ekologie


Kompetence k učení, k řešení problémů, komunikativní, sociální a personální, občanské


Výchova demokratického Environmentální výchova

občana,



Obecné znalosti z oblasti společenských věd, základní terminologie ekologické problematiky

- 22 -


Očekávané výstupy Orientace v základních pojmech a termínech environmentální výchovy Samostatné uvažování o konkrétních problémech životního prostředí Nová slovní zásoba Ecology The environment A footprint An effect To support Rubbish/waste To reduce To recycle To turn on/off To grow Greenhouse gases Packaging To feed Beef Wheat Public transport Carbon dioxide To produce A microwave A dishwasher A light bulb An oven A pressure cooker Herbs Solar power Heating Air-conditioning Fuel To go green

Pomůcky Slovníček základních pojmů a jejich využití ve větách Článek týkající se redukování ekologické zátěže Obrázková příloha Odkaz na webové stránky „Fotopříběh“ k danému tématu

- 23 -




Today we are going to talk about ecology and the environment, and about how you personally can make a change in this area. First, are any of you interested in ecology or environmental problems, or even are you members of any ecological or environmental organization? If yes, which ones and what do you exactly do? Why are there? If not, would you like to be there? Why or why not? Which organizations do you know? (discuss as a warm-up, 5min)

Let us define some terms first: ECOLOGY = the natural relationship (or study of the relationship) between plants, animals and people, and the places in which they live ENVIRONMENT = the places or situations in which plants, animals and people live Both these words are often used with the same meanings, or with the same nouns. Please, have a look at the examples of some sentences I have for you: (give out the copy with the list of the sentences practicing the vocabulary, 5-10min) ECOLOGICAL FOOTPRINT or more specifically CARBON FOOTPRINT – this is what we are going to practice today: Sometimes you can ask: How big is your ecological footprint? These days people are more and more worried about what effect their lifestyle has on the environment. Our ecological footprint tells us how much land and water is needed to support the way we live. It is about what food we buy, how much and how we travel, how much and what kind of rubbish/waste we throw away and how much energy we consume. There is a special and interesting website www.ecologicalfootprint.org – if you click there you can find all information and you can count your ecological footprint in less than five minutes (show the website, browse it, discuss it, go through the eco-calculator, 10min) Now, can you work in groups – Can you give me some tips how people could reduce their

- 24 -

Jazyky pro učitele CZ.1.07/1.3.04/04.0017 ecological footprints? (5min discuss it) What is your lifestyle, what do you do to help the planet?

The things involved are: - recycling: Do you recycle? What? How? How often? - Do you turn off the electrical appliances, machines at night or when you do not use it?, for example to turn off the TV to save the energy Watch your shopping habits, especially food shopping – it is better to buy food that is grown locally, because food in supermarkets maybe flew halfway around the world and it caused greenhouse gases, and local food does not need so much packaging too – food industry produces also rubbish -

Some theories also say that you can become a vegetarian. There is an argument that farming animals is so wasteful and uses so much energy - for example 1 hectare of land can produce enough soya beans to feed 600 people but only enough beef to feed 20 people. And you need 100times more water to produce a kilo of beef than a kilo of wheat – so meat production is damaging to the environment.

-

Giving up cars: You can leave them at home more often, people can use public transport – cars are a big environmental problem.

More specific is the term CARBON FOOTPRINT – it is the amount of carbon dioxide CO2 we produce from our daily activities. What activities do you think create a carbon footprint? (ask and discuss)

We are going to read an article by Nandita, who is a writer living in Mumbai, India. She is also a doctor and has her own log about cooking called Saffron Trail. (give out the article, explain possible problems)

Also, I am going to give you some pictures to discuss, can you look at them? What can you see in the pictures, do you know the English words? (give out the picture copy) (the vocabulary: a microwave, a dishwasher, a light bulb, an oven, a pressure cooker, cars,

- 25 -

Jazyky pro učitele CZ.1.07/1.3.04/04.0017 herbs, bottled water, solar power) Reading the article (10-15min) Discuss these topics from the article: What do you think is a good idea? What is a good idea but a lot of people do it already? What is a good idea but difficult to do? What is a waste of time?

Think about more things people could do to reduce their carbon footprint: -

At home: heating, air-conditioning, waste

-

Travelling: long-distance, fuel, public or private transport

-

Shopping: local products, packaging, second-hand

-

Free-time activities: cycling, walking

-

At work: machines, recycling, working from home (talk in groups, 5min)

To finish on a funny note we are going to read a photostory called Vince Is Going Green (5-10min) Did you understand everything? Have you got any more questions or comments?

I think we covered an interesting and also practical topic today. I hope you found it interesting too. Thank you for your attention and cooperation. Have a nice day. Good Bye.

Literatura: HRDÝ, L., SOUKUP, V., VODÁKOVÁ, A. Sociální a kulturní antropologie. Praha: SLON, 1993. ISBN 80-901424-1-9. KELLER, J. Až na dno blahobytu. Brno: Hnutí Duha, 1996. KELLER, J. Úvod do sociologie. Praha: SLON, 1992. ISBN 80-901059-7-1.

- 26 -

Jazyky pro učitele CZ.1.07/1.3.04/04.0017 PETRUSEK, M. Sociologie. Praha: SPN, 1991. ISBN 80-04-25981-2.

TILBURY, A., CLEMENTSON, T. , HENDRA, L. A. aj. English Unlimited. Cambridge: CUP, 2010. ISBN 978-0-521-69777-4. TOFFLER, A. Šok z budoucnosti. Praha, 1992. The BRIDGE magazine, Issue 08: April 2011, vol. 14.

- 27 -





Ročník

I.

Časová dotace

45 min

Crime and Criminology Téma


Procvičování a prohlubování znalostí z učiva ZSV – společenské vědy, sociologie zločinu, kriminologie Kompetence k učení, občanské



Výchova demokratického občana, Osobnostní a sociální výchova



Základní znalosti z oboru společenských věd, sociologie, psychologie.

- 28 -

Jazyky pro učitele CZ.1.07/1.3.04/04.0017 Očekávané výstupy Osvojení znalostí z oblasti kriminologie a souvisejících společenských věd, seznámení se se základními pojmy z dané oblasti

Nová slovní zásoba criminology a crime a criminal a reason To prevent To solve To commit Evil Spirit A shape A skull The brains Behaviour To infuence A victim To deal with To protect A law Theft Robbery Burglary Shoplifting Murder Manslaughter The governement Safe Secure To punish The court Severe To deserve Identity

Pomůcky Aktuální tisk - noviny Kopie se cvičeními na procvičování slovní zásoby z daného oboru Text „A Burglar’s Friend“

- 29 -




Today we are going to talk about CRIMINOLOGY, which is one of the special social sciences cooperating with sociology, psychology or political sciences. Let s go through some terminology first:

A warm-up: Can you now look into today’s or yesterday’s newspaper, and find an example of some crime news – We will try to describe it in English and practice some vocabulary. (use some up-to-date newspapers for this) This is another exercise for you: First, please read the short text, do you understand the words? (enclosed copy) Now, Please look at this table, there are some words for crimes and we need to find words for people committing these crimes, Please try to complete the table (enclosed copy, correct answers: murderer, burglar, thief, shoplifter). The next exercise is about matching the best nouns with a verb, please find the best noun on the right to follow each verb on the left (enclosed copy, correct answers: 2d, 3f, 4a, 5b, 6e) (10min)

CRIMINOLOGY – in its name you can see the word CRIME and LOGOS – a Greek word with the meaning of “study, science” It is a social science dealing with different forms of crime, its reasons, conditions, it studies different types of people involved in crime, their personalities, and tries to find how to prevent crime. CRIME is a form of serious social pathology, deviation Criminology is closely cooperating with professionals from other fields, for example law experts, psychiatrists, doctors, psychologists or special teachers. A special part of it also studies different specific techniques of solving various types of the crime.

- 30 -

Jazyky pro učitele CZ.1.07/1.3.04/04.0017 History of this science goes from the ancient Greece, with many interesting theories, for example the oldest crime theories believed in “demons” or “evil spirits” who caused all crimes and the solution was basically to drive these evil spirits out or to kill the people driven by th

devils. In the 19 century there was a strong theory of PHRENOLOGY, which stated that there is a connection between the shape of someone’s skull, brains and behavior. So they believed that a person’s character is formed according to one’s shape of the skull. Later it was improved to another “bio-criminology” theory of Caesare Lombroso, who is considered to be a founder of modern criminology, and who also believed in specific physical signs, features typical for criminals. It was believed that you can easily tell a criminal from a “normal” person because of some specific physical features. Also, one of the first criminology institutes was in Italy, opened in 1912 in Rome. Other theories believed in the influence of the society as a whole, of psychic illnesses, and especially of ill-conditioned or dysfunctional families. There is also a science of VICTIMOLOGY which deals with victims of crimes, and can help them in their situation, protecting their rights.

Let us talk about some basic, elementary concepts and terms: In English we have these basic types of CRIME: THEFT ROBBERY BURGLARY SHOPLIFTING MURDER MANSLAUGHTER Can you try to put them together with their descriptions please, we will check it afterwards. (5min) (give out the cut-outs form the extra copy with the descriptions) Was any of them in the news we read in the beginning of the lesson? Now, look at this short story, news (Scene of the crime), do you understand it? (again, translate or describe new words) (enclosed copy) (10min)

- 31 -

Jazyky pro učitele CZ.1.07/1.3.04/04.0017 When we talk about CRIME PREVENTION: What may be the ways to prevent crime, stop crime or reduce it? What can the government do and what can individual people do to protect themselves, keep themselves and their property safe? Please read with me this: Crime Prevention (on the copy), plus discuss it What do you do, or can you do? How safe and secure are you? We can do a simple and interesting test now: (from the copy) Answer these questions with YES or NO. (5min) Are you finished? If yes, add up your score. The results are like this: Less than 3=very safe, 35= quite safe, 6-8= you could take more care, more than 8= you are a dangerous person to know! (10min)

Now, let us read a simple story about a burglary: (enclosed text) Reading (10min) Did you understand it? Can you retell it?

There is also another exercise to remember some words better, these are the definitions of some criminals, can match them together? There is one extra word which you do not need to use, which one is it? (5min)

And what about the PUNISHMENT? Following types can be given by a COURT, can you please put them in order from the least to the most severe? (a copy) Did you find it easy?

Of course there are some modern types of crimes that are frequent today, such as Internet crimes, IDENTITY THEFTS, and so on, but these can be discussed some other time maybe.

Have you got any questions now? If not, thank you for your attention, we talked about some basic terminology connected with crime and we practiced some vocabulary from this area so now you should be able to talk about some common examples from everyday life as well.

- 32 -


Thank you for coming and have a nice day! Good bye!

Literatura: HOMOLA, M., TRPIŠOVSKÁ, D. Základy obecné psychologie (pro studující andragogiky). Olomouc: UP, 1992. MCCARTHY, M., ODELL, F. English Collocations In Use. Cambridge: CUP, 2005. ISBN 13 978-0-521-60378-2. PETRUSEK, M. Sociologie. Praha: SPN, 1991. ISBN 80-04-25981-2. PETRUSEK, M. Sociologické školy, směry, paradigmata. Praha: SLON, 1994. ISBN 8085850-04-4. REDSTON, C., CUNNIGHAM, G. Face2face Upper-intermediate Students Book. Cambridge: CUP, 2007. ISBN 978-0-521-60337-9. WELLMAN, G. The Heinemann English Wordbuilder. Praha: SPN, 1991. ISBN 80-04-26001-2.

- 33 -





Ročník

I.

Časová dotace

45 min Personality – Learning Skills and Memory

Téma


Procvičování a prohlubování znalostí z učiva ZSV – psychologie

Kompetence k učení, komunikativní Klíčová kompetence




Obecné znalosti hlavní problematiky společenských věd – psychologie, obecné psychologie, psychologie osobnosti

- 34 -


Očekávané výstupy Osvojení znalostí z oblasti psychologie osobnosti Seznámení se s vybranými technikami studia a paměťovými technikami

Nová slovní zásoba Skills A memory Value To consider To inherit To perceive A sense Spontaneous Conscious Condition Movement Storage Education A key word A preview A survey To reflex To recite To review Mnemonics An item A lighthouse A tripod A cube Sight

- 35 -


Pomůcky Obrazová příloha pro „Kimovu hru“ Seznam s mnemotechnickými pomůckami Obrazová příloha týkající se schopností vnímání Text Time Management Tips Text Learning Foreign Languages

- 36 -




Today we are going to learn about another topics from psychology – about people’s skills, specifically about learning skills, memory and different memory techniques.

A warm-up: Let us start with a practical and simple test, maybe you know this game, it is called Kim’s game, too. I will show you a picture with several things in it. You will have a minute to look at it and after a minute I will cover the picture, and what you have to do is take a pen and a paper and write down all the things you remember were in the picture. This will test your memory. Do you think you remember things well? (enclosed picture, play a game, 5-10min)

ABILITIES and SKILLS are parts of describing human personality, and are needed for human activities, life and you can improve and develop them. We can divide the skills into: -

practical (how we are able to work with objects)

-

abstract

-

social ( how we are able to deal with people)

There are a lot of techniques, different ways of measuring the skills, especially one of them that is the INTELLIGENCE, called IQ TESTS, MEMORY TESTS (IQ = intelligence quotient), The normal value of IQ is 100, and most people are around this value. More than 130 is considered high intelligence, people can be then organised in Mensa organisation. Below 85 it is considered subnormal, values below 75 (values 75-50 are on the 10years old child, values 5025 on the level of a 5years old child) is called “imbecility” and the worst case with values below 25 is called the “idiocy” (which equals the level of a 2 year child). Intelligence is inherited by 80%.

- 37 -

Jazyky pro učitele CZ.1.07/1.3.04/04.0017 People get their experience and knowledge due to their mind, perceptive skills, paying attention to any perceptions and senses. Through the SENSES we get different STIMULES in these main categories:

1. SIGHT – seeing, colours 2. HEARING – sounds, tones, noises 3. SMELLS 4. TASTE 5. TOUCH – pressure, pain, heat, cold

LEARNING is a basic human activity It has two main forms: outer (when we physically work with things, objects) inner (mental activity) But both forms are often mixed, for example: when children learn to count – they use their fingers first, then they stop using them, or when they learn to read, they read aloud first, and after that silently. Learning is primary activity used for young age (for childhood it is a “game” and for adult age it is “work”) The first form of a learning activity is “spontaneous” and the second is a “conscious” ( we do it because we want or have to). We can learn different habits or even bad habits. The result of the learning is KNOWLEDGE or SKILL. Different ways of learning: “conditional” – we do something only under specific condition, based on the reflexes (for example animals can learn something because they are rewarded after it) “sensomotoric” – connected with our senses and movements, for example learning to play some musical instrument or to dance “verbal/memory” learning

Let us talk about MEMORY first: Memory fixes our existence in time, because of it we get oriented in the world and time We talk about – a short-term memory -or a long-term memory

- 38 -

Jazyky pro učitele CZ.1.07/1.3.04/04.0017 Some other kinds are: motion/movement memory Emotional memory Logical/verbal memory

How do we remember things? There is some information from outside world, usually coming through some sense (eyes, ears, etc.), in the first stage it goes into a short-term memory, then it moves into a long-term “storage” and every time we need this information, it moves in between short and long term memory.

Memory also differs in two main parts: a. DECLARATIVE memory = all information, facts, data = WHAT we know b. PROCEDURAL memory = about the ways, procedures = HOW to do things The learning process, education should be improving this second part of the memory.

There are a lot of ways to improve the memory, here are some tips to help: 1. To think it over what we want to remember = we must understand it 2. To try to retell the information in other words, in your own words 3. To try to form questions to what you know 4. To try to form “key words”, or symbols, pictures, or sounds or rhythms connected with the information (these are called “dual codes”) 5. You can structure the information, leave what is the most important for you and leave out what is not necessary One interesting theory, or “studying strategy” is called PQ4R or SQ4R: “P” stands for “preview” and “S” stands for “survey”. The second step in this strategy is “Q” = “questions”(what do know, what not yet), and 4R = READ (active reading, into depth), REFLECT (think over the relations), RECITE (repeat the information), REVIEW (sum up, summary) A lot of people also use different MNEMONICS – they try to find a melody, rhythm, visualization, technique called “loci” (from ancient Greece) – when you imagine different places for example in your house connected to the information, for example, how can you

- 39 -

Jazyky pro učitele CZ.1.07/1.3.04/04.0017 remember a shopping list? – you think about the places where all this food is in the fridge) We will do a practical example now: we will form a shopping list together now, for example ten items, can you give ten examples now? (write down 10item shopping list on the board, a group work). Now, can you remember them all by heart easily? If not, try this technique: Connect each item, thing with these “images” (give them out the list with this mnemonics help) Is it easier to remember it now? Discuss it (10-15min) We will look at some other examples of pictures connected with our learning and perceptive skills. It will show you how our perception is influenced by previous experience, and how our senses can sometimes be “unreliable” (look at enclosed pictures)

Depending on time left, I also enclosed two other texts to read or discuss: -

An article “Time Management Tips” dealing with in what ways we can also improve our learning skills, what we can do to improve our “work”

-

An article “Learning Foreign Languages” which talks about three specific and unusual methods of learning foreign languages: “The Linkword technique”, “The Town Language mnemonic” and “The Hundred Most Common Words”.

Now, it is the end of our lesson today. Have you got any questions? If not, thank you for your attention, I hope you found this topic interesting and you may use some of these methods in the future for yourselves. Have a nice day. Good bye. Literatura: HOMOLA, M., TRPIŠOVSKÁ, D. Základy obecné psychologie (pro studující andragogiky). Olomouc: UP, 1992. KAPR, J., LINHART, J., FISCHEROVÁ, V. Sociální deviace, sociologie nemoci a medicíny. Praha: SLON, 1991. ISBN 80-85850-03-06. NAKONEČNÝ, M. Lexikon psychologie. Praha, 1971. NAKONEČNÝ, M. Sociální psychologie. Praha, 1970. ODELL, F., BROADHEAD, A. CAE Objective. Cambridge: CUP, 2002. ISBN 521 79991 0.

- 40 -





Ročník

I.

Časová dotace

45 min

Personality Téma


Procvičování a prohlubování znalostí z učiva ZSV – psychologie

Kompetence k učení, komunikativní Klíčová kompetence




Znalost základních pojmů psychologie a jejích subdisciplín

- 41 -

Jazyky pro učitele CZ.1.07/1.3.04/04.0017 Očekávané výstupy Osvojení znalostí základních pojmů z obecné psychologie a psychologie osobnosti

Nová slovní zásoba

A personality To observe A quality Emotions To mention A skill To match To distinguish Behaviour Brains A chart A graph Interaction A character A value Morrals Free will Consience A self Mood Deficiency Disorder To supress To damage A neurosis A psychosis A phobia Obssessive A hysteria A hypochondria To inherit A schisophrenia A paranoia

- 42 -


Pomůcky

Seznam anglických výrazů pro vlastnosti a schopnosti Obrazová příloha – graf intenzity emocí pro jednotlivé typy charakterů

- 43 -

Jazyky pro učitele CZ.1.07/1.3.04/04.0017 Popis vyučovací hodiny


Today we are going to talk about some subjects connected with psychology – about human personality and its parts, about people and their psyche.

Firstly, a few words about PSYCHOLOGY in general. It is a social science about principles of psychic, mental life, and on of its subparts is the psychology of personality which deals with the structure of a human personality. What do we call a PERSONALITY? It is and individual unity of a human being which is formed by social relationships. Psychology has several ways of observing human personality, for example: -

observation

-

interviews

-

psychological tests

-

plus other specific methods, for example graphology, intelligence test, memory tests and others.

Other related similar terms connected to ”a personality” are A “human being”, an “individual” or a “person”, which maybe more vague and not so specific.

What parts of a personality can we find? We will talk about these following: -

qualities

-

temperament

-

character

-

emotions

-

free will

-

intelligence

- 44 -

Jazyky pro učitele CZ.1.07/1.3.04/04.0017 Now, we will look closely at some of them, and we can also mention some situations when any of these parts of a personality are damaged or dysfunctional and a personality is “disturbed” in some way.

QUALITIES and SKILLS – these are first units to describe a human personality. Can you name some quality?

I can give you a list of some English adjectives for qualities, and can you please match these with their descriptions? Can you distinguish positive and negative qualities? Choose some to describe yourselves. (work with a copy of the list, first cut these into individual words and descriptions, discuss, 10min)

These are some natural predispositions for our behaviour. They are usually stable, but can sometimes change depending on health situation, age or social position. Abilities and skills are needed for the activities, and you can learn them or improve them, the examples are: driving skills, communication skills, PC skills, language skills, financial skills. In this case you say about yourself these phrases which you can find on the copy (explain and use the English phrases such as “I am good/bad at ... , I am able to…, I am useless at …, etc.) please choose some activities for you and use these phrases in sentences. (10min)

If someone has very good, excellent abilities or skills, we talk about “talented” or “gifted” people.

TEMPERAMENT What is it? People are born with this part of their personality, it cannot be controlled by your brains, and reason. It influences your behavior, and is a set of emotions, experience, reactions, life speed and intensity. Basically we differentiate 4 types: -

choleric: with very fast intensive reactions, quick, emotional, excitable people

-

sanguine: more stable in time, longer emotions but also intensive

- 45 -

Jazyky pro učitele CZ.1.07/1.3.04/04.0017 -

phlegmatic: very long, slow and stable emotions, not excitable easily

-

melancholic: no big positive emotions

I will show you a chart describing these four types of a character (an enclosed copy), please have a look at it now. Try to describe, which type do you think you are? (discuss, 5min) Most people are a mixture of these types. The temperament determines not what you live through and what you do, but HOW you live through it and do it. It can be seen in your activities, work, communication, social interaction.

A temperament is different to what we call a CHARACTER. A character consists of how you deal in contact with other people, and it consists of VALUES, MORRALS and FREE WILL – these are the values you believe in, and how strongly you can pursue them. We say someone is “strong-willed” or “weak-willed” This part of a human personality is connected with human CONSCIENCE, that is a part of a human personality which controls your behaviour according to the morals and values. It is also connected with what we call “self” – this is how you see yourself, how you perceive and imagine your own person.

EMOTIONS Some theories talk about different types of emotions: -

primary emotions: for example fear, pleasure, anger

-

emotions connected to your own personality: success, pride, shame

-

emotions for the other people: sympathy, envy

-

aesthetic emotions (you like something or do not)

-

and emotional states or “moods” – how you feel

Emotions are influenced by the temperament very much. If emotions, or other parts of human personality are defected in some way, we talk about DEFICIENCY or DISORDED.

- 46 -

Jazyky pro učitele CZ.1.07/1.3.04/04.0017 For example, if we suppress emotions, our personality gets damaged, distorted, conflicts can appear and people have to be treated by a special doctor – a psychiatrist, a psychoanalyst, a psychotherapist.

Now, we will mention some examples of most common and best known mental disorders: -

depression: you feel very uneasy and gloomy

-

mania: other side of the depression, you feel very active, excited about everything, full apatic mood: you have no interest in other people or activities around you

-

psychopats: have damaged emotions in some way, have no need for contacts or emotions with other people, and no ability to create them

The general term for these are MENTAL DISORDERS. They are in two kinds: A. a NEUROSIS – forms 30% of mental disorders, are caused by some outside pressure a neurosis is for example: -

sleep disorder, unstable moods, feeling of a fast heartbeat, sweating, “stress”

-

you feel fear but do not know what of, nothing specific, often connected with anxiety, stomachache

-

“phobias” – when you feel fear of something specific, for example claustrophobia (small closed space), agrophobia (open space), etc.

-

Obsessive behaviour – when you have specific rituals to feel good (for example you have to get up always with a left foot first)

-

A hysteria – connected with some physical problems, when people cannot control their bodies, they shake, tremble, cannot see or hear anything

-

A hypochondria – when people watch their health problems too closely

B. A Psychosis – is caused by some inner cause Psychoses are inherited, or can be caused by a brain damage. It can distort reality – people have hallucinations, illusions, they can see or hear things that are not real, they believe that they are somebody else, they get lost, are disoriented in time and space.

- 47 -

Jazyky pro učitele CZ.1.07/1.3.04/04.0017 People with this disorder usually feel they are healthy and “normal”, they do not believe they are ill. The most common case is a SCHISOPHRENIA (in around 1% of the population) when a person lives completely in own unreal world, have no emotions to anyone, these people cannot laugh or feel anything, have disconnected and confusing speech, are very closed, sometimes have feelings of a PARANOIA = believe that someone is watching or pursuing them. They even do not feel hungry or thirsty. There are about 20 kinds of a schisophrenia.

We mentioned some kinds of mental illnesses or disorders. Can you think of some examples from books or films typical for any of these descriptions? Did you see for example a film called A Beautiful Mind with Russell Crowe, who was playing John Forbes Nash, a Nobel Prize winner, who was suffering a paranoic schizophrenia? (discuss some examples, 5-10min) Have you got any questions? The lesson is over now, we covered all basic terminology connected to this part of psychology. Thank you for coming. Have a nice day. Good bye.

Literatura: HOMOLA, M., TRPIŠOVSKÁ, D. Základy obecné psychologie (pro studující andragogiky). Olomouc: UP, 1992. KAPR, J., LINHART, J., FISCHEROVÁ, V. Sociální deviace, sociologie nemoci a medicíny. Praha: SLON, 1991. ISBN 80-85850-03-06. NAKONEČNÝ, M. Lexikon psychologie. Praha, 1971. NAKONEČNÝ, M. Sociální psychologie. Praha, 1970.

- 48 -





Ročník

I.

Časová dotace

45 min

Téma

Work – Employment, Unemployment, Labour Market


Procvičování a prohlubování znalostí z učiva ZSV – sociologie, ekonomie

Kompetence k učení, občanské, pracovní Klíčová kompetence


Výchova demokratického občana, osobnostní a sociální výchova, Výchova k myšlení v evropských a globálních souvislostech



Obecné znalosti základů společenských věd, psychologie, sociologie, základní ekonomické pojmy

- 49 -


Očekávané výstupy Osvojení znalostí a pojmů z oblasti pracovní, strategie aktérů trhu práce Orientace v pracovní problematice

Nová slovní zásoba Employment Unemployment Labour market Overtime A Workaholic Freelance Part-time job To retire Voluntary A skill An employee An employer Self-employed An enterpreneur A strike Vocational Counselling Guidance A vacancy Production To reduce To saturate To flood To supply To demand Competition Qualification An advertisement An application A tax Insurance To fluctuate To commute A danger A graduate To influence A failure To lose A value

- 50 -


Pomůcky Pracovní listy/karty pro warm-up aktivitu Seznam anglických slovíček a frází z dané oblasti Anglické texty k procvičení nové slovní zásoby Příklady anglických inzerátů s nabídkami práce

- 51 -


Hello, Good morning, how are you today? Can we start?

Today we are going to talk about work, employment, unemployment and about what is a labour market and how people behave in it.

A warm-up: We will start now with a very simple game. I will give you cards with the names of some jobs in it. Your first task is to complete the information about these jobs, please invent something, as it is now “your” job. You need to complete something about working hours, team, your duties and your previous job. Now you have time to write down the information, you can use the cards for writing. … If you are ready, you can tell us what is your job, and we will ask you about other information from your card. (this can be done in small groups or in class, students practice forming questions and answering, and they practice some vocabulary.) (10min)

Now you have just practised some useful words, and we will discuss some more: What is “WORK” actually? In English we make a difference between WORK and a JOB: WORK is the activity you do A JOB is the name of the position you have while you are working. You can say “I work as a …” or “ My job is a …” I have some other useful vocabulary on the copy for you and we will learn some more phrases: (give a handout with English phrases and practise each in a sentence, 5min)

Another class activity is: “Can you name some jobs in English, and try to describe them in a few sentences?” (brainstorming activity for new words, 5-10min)

Now, have a look at this short text (enclosed copy). It is about the woman on the picture and her job. Can you please each of you read the text and that tell me if you understand it? (give

- 52 -

Jazyky pro učitele CZ.1.07/1.3.04/04.0017 out the text, read it, discuss new words, ask questions about it, 5min)

Or, another version – a text A Funny Way to Earn a Living (a text about “skating for Tesco” (can be read and discussed with the enclosed questions, ex. 4) 10min

So, WORK is a voluntary activity that you are paid for, and it has these functions: -

it gives people the structure of their time

-

it offers social contacts with other people

-

you can learn new things and improve your skills

People who work – we call them EMPLOYED: A. They can be: - EMPLOYEES for some EMPLOYER -or they can be SELF-EMPLOYED or ENTERPRENEURS All these people are “in work” – it means they have some jobs, even if they are ill at the moment or for example on a strike.

B.

On the other hand, there are people who are “out of work” – they do not have jobs, they

are for example looking for it, we call them UNEMPLOYED. In English we have two other terms: “at work” and “off work”, but these are not used for this category, we use them only for employed people.

C.

The third category are people who are ECONOMICALLY INACTIVE – people who are in

economically active age (since finishing the school until retirement), but they do not have a job and are not looking for it.

People usually move in between these three categories.

Let us look at the “unemployment” now: It is a situation when people want to work but cannot get any job, there are not enough jobs for everyone. The biggest problems with unemployment began back in 1930s during the time of the

- 53 -

Jazyky pro učitele CZ.1.07/1.3.04/04.0017 economy crisis, when for example in our country the unemployment rate was around 20%. The structure of economics is changing and so is changing the structure of employed and th

unemployed people, it is mostly connected with the changes during the 20 century: There are four sectors of the country’s economy: 1.

Primary sector (agriculture)

2. Secondary sector (industry, production) 3. Tertiary sector (services connected with goods) 4. The fourth

sector (services not

connected

to

goods =

arts,

social work,

communications) The historical trend goes from the primary sector to the fourth one and it brings along a change of the lifestyle (a farmer changes to a worker and to a professional.) That is why the structure of unemployed people is changing too, and there are different strategies how to solve the unemployment – for example “vocational counseling/guidance”. Mass unemployment has been here since 1970s (in Europe it is around 10%) and there are less and less vacancies. Unemployment is a danger more for women and young people. The groups most endangered by the unemployment are: people with some physical handicap, school graduates with no work experience, women, people caring for some family member, people from distant places, with only elementary education, social minorities.

Main reasons for the unemployment are: -

Changes in industrial production – more jobs are done by technology and less people are needed – it is called a “job reduction”

-

Global businesses are growing (they have low pays and quality technology)

-

Market is saturated, flooded by everyday goods already

Unemployment has also some influence on people’s position: -

It limits people’s free time activities, hobbies (less money)

-

It influences human relations (you lose contacts with former colleagues, have worse relations in a family when unemployed for a long time)

-

It can be seen as one’s own failure –people se themselves as “losers”, with no value. It

- 54 -

Jazyky pro učitele CZ.1.07/1.3.04/04.0017 can cause mental and even health problems, and is considered a big stress factor.

LABOUR MARKET Is a process of meeting work supply and demand, so labour market has these two sides: SUPPLY and DEMAND. Both sides have their own strategies, they can control the market and limit the competition. People are fluctuating inside the labour market with the help of their “personal capital” which are: A. Qualities (for ex. patient, punctual, calm, caring), you cannot change them very much B. Skills (driving skills, PC skills, communication, social skills), you can learn them C.

Qualifications (education, schools)

People use these three parts of their personal capital to get a job. Parts B and C, skills and qualifications can be influenced, so people should work on them, improve them so that they can get a better job.

Let us do a practical example now, where you are going to see what qualities, skills and qualifications are needed for some jobs. You will look at four job advertisements – read them, (plus discuss new words) Did you finish reading? Now, tell me, what qualities, skills and qualifications are needed for these jobs? (one advertisement can be done together, and then each student can choose 1 ad and talk about it) 10min

Is it clear now, what are these categories about? Let us finish with some last information about the labour market: Labour market is: 1. Formal – these are the institutions that regulate vacancies and job applications 2. Informal – it is out of the official control, pays are not taxed, no social insurance is paid etc. Both of them are interconnected, and if someone is long-term unemployed they probably are unsuccessful in both of these markets.

- 55 -

Jazyky pro učitele CZ.1.07/1.3.04/04.0017 Another types are: 1. External – people fluctuating among different companies and firms 2. Internal – people fluctuating inside one company, changing to different positions

Labour market is uneven in its structure – it has uneven, not similar parts and segments. To move from one segment into another needs some investment into people’s personal capitals. People can improve their chances in this market by two ways: -

Geographical mobility: commuting to work, moving to another place

-

Professional mobility: changing and improving skills and qualifications.

So now you see, what is the conclusion important especially for you? How can you influence your position in the labour market? = Improve your skills and qualifications – work on it! This is an important recommendation for you today.

Have you got any questions? That is all for today, thank you for your attention, the lesson is finished now. Have a nice day and good bye.

Literatura: FILIPCOVÁ, B. Člověk, práce, volný čas. Praha, 1967. KELLER, J. Sociologie byrokracie a organizace. Praha: SLON, 1996. ISBN 80-85850-15X. KELLER, J. Úvod do sociologie. Praha: SLON, 1992. ISBN 80-901059-7-1. PETRUSEK, M. Sociologie. Praha: SPN, 1991. ISBN 80-04-25981-2. TYPOVSKÁ, L. Úvod do sociální politiky. Olomouc: UP, 1991.

- 56 -





Ročník

I.

Časová dotace

45 min

Téma

Sociology – How to Create a Questionnaire Form


Procvičování a prohlubování znalostí z učiva ZSV – sociologie


Kompetence k učení, komunikativní, občanské, pracovní


Mediální výchova

výchova,

osobnostní

a sociální



Obecné znalosti základních pojmů společenských věd – sociologie, psychologie.

- 57 -

Jazyky pro učitele CZ.1.07/1.3.04/04.0017 Očekávané výstupy Osvojení znalostí o metodice sociologických výzkumů Sestavení jednoduchého sociologického šetření Zásady tvorby dotazníků, anket

Nová slovní zásoba A survey A questionnaire Observation Public opinion poll A research A source A target group A conclusion A schedule A budget An option A choice A scale A panel Market research A topic A reward misleading

- 58 -


Pomůcky Dotazník pro průzkum trhu (sledování TV) Obrazová příloha - piktogramy

- 59 -


Hello, Good morning, how are you today? Are you ready to start?

A warm-up: Did you watch TV yesterday/at the weekend? What did you watch? Is it your favorite programme? (discussion, 5min)

I am going to give you a sheet with a small survey about your watching habits. (enclosed market research form) Do you know all the words? Let us go through some new ones – can you give some examples? (give out enclosed TV survey – it can be a pair work, 10-15min)

This is what we are going to do in today’s lesson – we will learn how to create a survey if you want to find out some information about a group of people. First, we will learn something about what are surveys used for and what kind of questions can you find in them. There are more frequent sociological techniques how to collect information: -

questionnaire, interview, observation, documents study, public opinion poll

These are the stages of a research in general: the

first step in sociological research is

choosing the subject, and you need to: a. create a research question b.

then you need to study different sources, documents, information that was already collected

c. Next step is forming a hypothesis d. You find a target group, where you want to find the information or prove your hypothesis e. You specify or set a method, technique

- 60 -

Jazyky pro učitele CZ.1.07/1.3.04/04.0017 f.

Next, researchers go to collect the data

g. You process the data and form a conclusion, results

So, first you have to set up a RESEARCH PLAN: you decide about these things: 1. How many members of a research team you will have, what will each of them do 2. Time plan/timeline/schedule – when is the best time, and how long will it be 3. Financial budget – what will be the cost In the next step you instruct your colleagues, co-workers and go to find the information. And finally, you process the data and interpret it, and write a final report.

A QUESTIONNAIRE is a basic technique of finding the data It can contain different kinds of questions. Now, will talk about its principles and we will create one questionnaire form together. Questions are: - OPEN: you answer the question in your own words into empty lines - CLOSED: you choose from the set answers, have to pick one or more options Can you find examples in the survey we saw in the beginning of the lesson? (return back to the market research form about TV) Plus, there are also

SEMI-OPEN/CLOSED questions. In these you

have some

options/choices and an empty line for your own answer. Most popular are closed questions, because you can always choose something, and it is easy to process them after (for open questions you have to form categories).

In case of big researches there may be a “pre-questionnaire”, with just a few questions and you give it only to 20-30 people to make sure everybody understands the questions and if not, you can change it or correct some parts.

Closed questions have several types: -

Alternative – you answer YES/NO only

-

Polytomic – you can pick 2-3 choices from the list

- 61 -

Jazyky pro učitele CZ.1.07/1.3.04/04.0017 -

Selective – you can select only 1 option from the list

-

Scale – you put the options into order

Sometimes you can have “probe questions” – to ask about something again, but on other words in another part of the questionnaire to check if the person answers in the same way. “filter questions” – can decide who will answer next question and who does not have to: for example: “Do you have … TV channel? YES – NO. If yes, ask more next questions, if no do not.

Questionnaires may be -

Anonymous (we do not need a name or signature of a respondent

-

Non-anonymous (sometimes used for long-time researches, when we watch changes in something, for example changing TV habits eating habits and so on). In this case we use a “panel” survey – we ask repeatedly the same group of people.

Now, some rules how to create a questionnaire: We do not start with “demography questions” (about age, gender, job etc.) – these questions come in the end of the form. In the beginning there should be some interesting, catchy question, easy to answer. Then you ask step by step more and more complicated questions. But, the most important questions should be in the middle part, so that the people are not too much tired yet. A questionnaire should not be longer than 45 minutes to fill in. Basic principle is that the questions should be simple, clear, using no slang, there should be enough space to write answers if there are open questions. Be clear as much as possible: For example, if you ask: “Do you eat dairy products?” – someone might not know if the word “dairy” involves everything, what if ilike cheese, but hate milk?... Questions should not be “impressive”, or misleading, questions should be symetric, should not give you one possible answer, for example: “You like cheese, don’t you?” This is an example of a bad question, because it is not neutral.

- 62 -

Jazyky pro učitele CZ.1.07/1.3.04/04.0017 Sometimes you can use some pictures as options: in some situations, such as this question: “How do you feel about your relationship/marriage?” – if there answers were 1. Very happy 2. Happy 3. Not happy not unhappy 4. Unhappy 5. Very unhappy, people are afraid to say “very unhappy” and maybe they would prefer to express it with a logo (draw several pictograms on board, see the enclosed picture) and then you can ask “Which of these faces express how you feel about…?

At this point, can you look back at our market research survey, and try to put together the data ? What did you find out? Can you for example find which are the most popular types of TV programmes in your class? (can display the results in the board) 5min

Now it is time for your own work: you are going to create, form a simple similar market research questionnaire (may divide the class into two groups, each chooses a different topic) Use the principles and rules we talked about, and choose another topic, such as “music, sports, food, films, etc” You can use the same sort of structure and questions but change it according to your topic. (independent work in groups, 10-15min)

Have you finished with your surveys? You can now present your questionnaire form to the other group and try to use it. Can you compare your forms?

Another interesting question: How to make people fill in your form so that you have majority of them returned back? What do you think? (discuss) Answer: It is easy – you promise them something for it. In English they say: “Penny for your thought” – you give people special reward or do a lottery with the forms, and then more questionnaires are returned.

Thank you for your work, it was nice. You tried to form a simple questionnaire form and maybe the next time you will try to form a more complicated one.

- 63 -


Have you got any questions? Thank you for your attention, the lesson is finished now. Have a nice day and good bye.

Literatura: DISMAN, M. Jak se vyrábí sociologická znalost. Praha: Vydavatelství Karolinum, 1993. ISBN 80-7184-141-2. KALIBOVÁ, K., PAVLÍK, Z., VODÁKOVÁ, A. Demografie (nejen) pro demography. Praha: SLON, 1993. ISBN 80-901424-2-7. KELLER, J. Úvod do sociologie. Praha: SLON, 1992. ISBN 80-901059-7-1. PETRUSEK, M. Sociologie. Praha: SPN, 1991. ISBN 80-04-25981-2. PETRUSEK, M. Teorie a metoda v moderní sociologii. Praha, 1993. SCHNEIDER, M. , KOUDELKA, F. Úvod do základů sociologických výzkumů. Olomouc: UP, 1993.

- 64 -





Ročník

I.

Časová dotace

45 min

Family as a Type of a Small Social Group Téma







Základní orientace v obecných pojmech společenských věd – sociologie, psychologie.

- 65 -

Jazyky pro učitele CZ.1.07/1.3.04/04.0017 Očekávané výstupy Osvojení znalostí o sociálních skupinách a jejich členění Popis rodiny jako malé sociální skupiny a jejích funkcí Funkce a pozice rodiny v současné společnosti

Nová slovní zásoba A social group To have something in common An asembly A target A task A brainteaser Education Behaviour An advantage A disadvantage Extended Nuclear To gather Interaction An intention Superior A relation To apply Temporary Permanent A member To accept Polygamy Polyandry To influence A matchmaker A neighbour To own A heritage A divorce

- 66 -


Pomůcky Obrazová příloha pro warm-up aktivitu Textová příloha se cvičeními na slovní zásobu z dané oblasti

- 67 -


Hello, Good morning, how are you today? Are you ready, can we start? Let us start our lesson.

A warm-up: We are going play a simple game now. It is called My favorite Family Member. I will give you some pictures of people, can you choose one photo please? Your task is: imagine this person is someone from your family, now, tell us something about this person: who is he/she, talk about this person for a while. (5min)

OK, thank you, it was very nice, now we will do something more. Today we are going to talk about different social groups and especially about a family as one specific type. The first thing we will do is explaining some terms:

A SOCIAL GROUP: what is it? Have you got any idea? (students may answer) We have these terms:

AN ASSEMBLY – this is a loose group of people who gathered, came to be accidentally in one place at a certain time, there is no connection or interaction among them, for example: people who are in one street at a specific time (for students: Can you name some other situations like this? – people who got on the same train, people who entered the same shop etc.) A COMPANY – people who have something in common, something is the same for all of them but they do not have the same needs or connections, for example all people with the same job, of the same age, education, height, colour of hair etc. But, these people can become a “group”, when they intentionally come together because of this similarity – for example they form “The Club of Tall people” etc. A GROUP: people in it have the same aims and targets, they are organized in a way, its members have their roles and tasks, and other members can check them.

This is a basic division of terms, now we will look at how can we differentiate various types of

- 68 -

Jazyky pro učitele CZ.1.07/1.3.04/04.0017 groups. We can look at the size of the group: (question: first, what do you think is the minimum number for a group? Actually is 3, 3 people already can form a group.) -

small groups: 3-20 people, all members know each other

-

medium size groups: tens of people, not everyone knows each other

-

large groups: hundreds or thousands of people, for example a nation, big businesses

Other types: -

formal: typically organizations, businesses, firms. They have formal organization, positions inside the structure, someone is superior to someone else

-

informal: have personal relations inside it, people like each other and come together voluntarily because of it. These groups can be created inside the formal ones.

There are different types of membership in groups: -

automatic: you are born into this group, examples: a nation

-

voluntary: you apply for a membership, you choose a group, example: a political party

-

mixed: some members are born into it, some came from outside question: Now, can you tip, guess what type of a membership is a family? (a mixed one: parents are in it voluntarily, and children are born)

As for the time the groups last: -

temporary groups – for example students at school, people on holiday

-

permanent – a family, or a nation

Is it difficult to get into a group? -

Exclusive groups – have some usually strict conditions, not everyone can become a member, for example scientific clubs, University students

-

Inclusive groups – want to have as many members as possible, anyone can enter them

- 69 -

Jazyky pro učitele CZ.1.07/1.3.04/04.0017 FAMILY Is the most important small social group based on personal connection among its members. We also call it a “face-to-face” group. There are 5 basic features of a family: 1. It is a sociably accepted way of living together 2. It consists of people connected by blood, marriage or adoption 3. Members usually live together 4. They cooperate together on various tasks 5. We can give its members specific names, positions in a family have special terminology

We will do a simple practice now: you should complete this table with some “family words” – please think of all English words for family members you know. (each student completes individually) (on a special copy – hand-out) Now, can we check it? The second example will be also easy: you have a short text about a family and complete a “family tree” now. Write down “Who is who?” (also on the hand-out) Well, and now more difficult task: This more complicated text, it is a “brainteaser”, and your task is also to draw a family tree. This time we will do it together on the board. (on the handout) Would you be able to draw your own family tree? Do you want to try it? (one student as an example on the board, others as homework)

all together 15-20 min

OK, that was nice, now we will go on.

A family is the first social group that we are members after we are born and it has the biggest influence on our actions and decisions, because the members have strong ties, bonds and relations, emotions to one another. It determines where we start into our lives.

- 70 -

Jazyky pro učitele CZ.1.07/1.3.04/04.0017 Other functions of a family are: -

Biological: more members are born in it

-

Educational: it gives you rules, norms, teaches you how to behave

-

Economical: it gives you a material, economical background

-

Emotional: very important function, you need it to feel safe, balanced.

A family has also different forms around the world. (question: Can you think of some other forms of a family in some other cultures, countries?) -

Most frequent, best-known: 1 man + 1 woman

-

A group family: a group of men + a group of women living together (for ex. New Guinea)

-

A polygamy, or plural marriage: 1 man + more women – in some African or Asian countries

-

A polyandric family: 1 woman + more men – less frequent then polygamic family

Now we are going to talk about changes that took place during past years in families and its functions: Question: What was it in the past and what is it now? What do you think are the biggest changes in “old” and present families? (discuss) Changes: 1. Changes in the size of a family: in the past families were bigger, more generations were living together, now the generations are more separated and families have fewer children. We call this difference: “extended family” and “nuclear family” = just parents with children Question: Who lives with your grandparents or more family members? Are there any advantages, or disadvantages? Discuss it) 2. Families now have fewer children than it was in the past, the average now is 1- 2 children in a family. 3. The most important members in the past were grandparents, the older the people more experience they had and were more respected. Nowadays the importance goes to the

- 71 -

Jazyky pro učitele CZ.1.07/1.3.04/04.0017 parents 4. A change from the “dominance” into a “partnership”. Not only the father of a family is important and dominant now, but parents can be equal in their position and tasks. It is linked with the process of emancipation. 5. In the past families were often set up as “economical units”, connecting partners formally based on their positions, or using “matchmakers”, now it is based on emotional ties 6. Education: at present this is a function of schools, the society takes care of it and tit is mandatory since the age of 6. 7. Families in the past had more “open home” – everyone in the village knew all others, they shared experiences. At present the families are more “closed”, people move more from and to different places and sometimes even do not know their neighbours. 8. The “ownership” – in the past families owned their houses, fields, land, property, it was considered a “heritage”, nowadays more families rent places, do not stay at one place for the whole life and for more generations, and they invest more in themselves and the education. 9. Changes in functions related to free time- nowadays family members have different jobs, different hobbies, separated free time, more choices, they do not spend it all together. Also, they do not “produce” culture together, they more “consume”, which is related to the existence of “mass media” that now have the function of filling people’s free time. 10. Other changes in modern times are: -

Alternative

families:

incomplete

families,

divorced

parents,

single

mothers,

homosexual families

We can discuss it now: what do you consider the biggest change now? Do you think in 50 or 100-year time a family will still exist? (discuss)

Have you got any questions now? Let us sum up what we covered today: We discussed different types of social groups, and

- 72 -

Jazyky pro učitele CZ.1.07/1.3.04/04.0017 described a family from different points of view, and its changes in time. If you do not have any questions, the lesson is over now. That is all for today. Thank you for your attention. See you next time. Have a nice day. Good bye.

Literatura: HOMOLA, M., TRPIŠOVSKÁ, D. Základy obecné psychologie (pro studující andragogiky). Olomouc: UP, 1992. HRDÝ, L., SOUKUP, V., VODÁKOVÁ, A. Sociální a kulturní antropologie. Praha: SLON, 1993. ISBN 80-901424-1-9. KELLER, J. Úvod do sociologie. Praha: SLON, 1992. ISBN 80-901059-7-1. PETRUSEK, M. Sociologie. Praha: SPN, 1991. ISBN 80-04-25981-2. PETRUSEK, M. Sociologické školy, směry, paradigmata. Praha: SLON, 1994. ISBN 8085850-04-4.

- 73 -

CLIL Základy společenských věd

Recommend Documents