Vážená paní kolegyně, vážený pane kolego,

OBSAH Úvod…………………………………………………………………………………………………………….. 3 Pracovní list 1………………………………………………………………………………………………… 5 Worksheet 1………………………………………………………………………………………..………………… 6 Worksheet 2…………………………………………………………………………...…………………………….. 7 Pracovní list 2……………………………………………………………………………………………….. 8 Worksheet………………………………………………………………………………………...………………….. 9 Pracovní list 3……………………………………………………………………………………………….. 11 Worksheet………………………………………………………………………………...………………………….. 12 Pracovní list 4……………………………………………………………………………………………….. 13 Pracovní list 5……………………………………………………………………………………………….. 15 Pracovní list 6……………………………………………………………………………………………….. 17 Pracovní list 7……………………………………………………………………………………………….. Worksheet 1………………………………………………………………………………………..………………… Worksheet 2………………………………………………………………………………………………………….. Worksheet 3…………………………………………………………………………………………………………..

19 20 21 22

Pracovní list 8………………………………………………………………………………………………. 23 Pracovní list 9………………………………………………………………………………………………. 25 Pracovní list 10…………………………………………………………………………………………….. 27 Pracovní list 11……………………………………………………………………………………………... 29 Worksheet 1…………………………………………………………………………………………..…………….. 30 Worksheet 2………………………………………………………………………………………..……………….. 31 Pracovní list 12……………………………………………………………………………………………… 32 Worksheet 1……………………………………………………………………………………………….………… 33 Worksheet 2……………………………………………………………………………………………….………… 34 Pracovní list 13……………………………………………………………………………………………… 35 Worksheet…………………………………………………………………………………………………..……….. 36 Pracovní list 14……………………………………………………………………………………………… 37 Worksheet 1…....................................................................................................................... 38 Worksheet 2……………………………………………………………………………………………...………….. 39 Pracovní list 15……………………………………………………………………………………………… Worksheet 1………………………………………………………………………………………………..……….. Worksheet 2………………………………………………………………………………………………..……….. Worksheet 3……………………………………………………………………………………………..…………..

40 42 43 44

Kontakty………………………………………………………………………………………………………. 45

2

ÚVOD Vážená paní kolegyně, vážený pane kolego, dostává se Vám do rukou ilustrovaný soubor pracovních listů, které byly vybrány z námětů účastníků a lektorů národního projektu Brána jazyků. Věříme, že budou oživením, pomůckou či inspirací pro Vaši práci v cizojazyčné výuce žáků či studentů Vaší školy v hodinách angličtiny a němčiny. Vážíme si Vašeho zájmu o účast v národním projektu Brána jazyků. Doufáme, že průběh studia, náplň výuky jazyka a metodiky výuky jazyka naplnily Vaše očekávání. Tento projekt je spolufinancován Evropských sociálním fondem a státním rozpočtem České republiky. Závěrečné zkoušky úspěšně absolvovalo celkem 5 352 účastníků z celé České Republiky, což dokazuje účelné využití financí pro realizaci tohoto projektu. Přejeme Vám hodně úspěchů ve Vaší náročné práci a těšíme se na Vaši účast v navazujících cizojazyčných kurzech a projektech, které pro Vás v Národním institutu pro další vzdělávání připravujeme. Realizační tým projektu: Řídící výbor: Mgr. Anna Kameníčková Hlavní manažerka

Ing. Mária Mrízová Rozpočtář projektu

Ing. Marta Batelková Mgr. Pavel Pecník Členové řídícího výboru, manažeři

Ing. Lenka Dušková Zástupce sekce mezinárodní spolupráce a projektů

Žaneta Rážková, DiS. Mgr. Kateřina Wenzlová Asistentky projektu Regionální manažeři: Mgr. Alena Grulichová

Jihočeský kraj

Mgr. Hana Saitzová Kateřina Vaňáková, DiS

Jihomoravský kraj

Mgr. Blanka Majdlová

Karlovarský kraj

Ing. František Habětínek Mgr. Jana Lišková Mgr. Věra Vacková

Královéhradecký kraj

3

Mgr. Lenka Dlabolová Ing. Jana Otavová

Liberecký kraj

Ing. Petr Cabák Ing. Martina Rýdlová

Moravskoslezský kraj

Dagmar Očenášková

Olomoucký kraj

Ing. Natálie Kozáková

Pardubický kraj

Mgr. Jarmila Záhoříková

Plzeňský kraj

Bc. Pavla Matoušková Mgr. Eva Mezková

Středočeský kraj

Bc. Vendula Filípková Mgr. Jindra Slováková Mgr. Helena Smolová

Ústecký kraj

Věra Hradová

kraj Vysočina

Robin Plucis, DiS.

Zlínský kraj

Odborní konzultanti projektu: Mgr. Naděžda Vojtková Mgr. Ivana Frýbová Mgr. Miluška Karásková Ing. Eva Píšová PaedDr. Jana Pecháčková Mgr. Jana Čadová

Brno Čáslav Hradec Králové Liberec Olomouc Praha

4

Pracovní list 1 Název aktivity:

Vowel pictures

Procvičovaná látka:

Pronunciation focus, vowels in one-syllable words

Vazba na jiný předmět:

Art

Cílová skupina:

Elementary; very young learners

Cíl activity

Pronouncing “vowel” letters

Typ aktivity:

Matching the rhyming words, drilling pronunciation

Forma práce:

Group work; whole-class drill

Časová dotace:

30 min

Pomůcky:

A copy of a colour worksheet, several cut-up sets, coloured pencils

Pracovní list připravil:

Modification and layout Mgr. Jana Čadová, MÚVS ČVUT Jaspex, Praha

Příprava: Zdroj: Nixon, C. and Tomlinson, M., Primary Pronunciation Box, CUP 2005

Make one copy of the “colour” worksheet and the cut-up set of the Vowel picture worksheet for each group of pupils.

Průběh aktivity, instrukce: 1. Pre-teach or revise the vocabulary using the flashcards. 2. Ask the class to look at the blackboard where you demonstrate the exercise. Write the five words bag, eggs, fish, clock and cup. 3. Say Listen and repeat. Repeat each word individually, stressing the target sounds ( /{/, /ε/, /Ι/, /Θ/, /ς/) 4. Say Ten-bag, Ten-eggs, Ten-fish, or Ten-clock? Wait for the class to discover the similarity between the sounds and to offer an answer. Correct: Ten-eggs. 5. Repeat the procedure with other words until your pupils are proficient at recognising the vowel sounds. 6. Divide pupils into groups of four and give them one worksheet with a coloured top and one cut-up set of cards. 7. Ask them to read the cards loudly in turns and match words with the top. If they agree on the place ask them to colour the picture in the appropriate colour. 8. When all cards are placed, ask one group to read the first column. Other groups rearrange cards according to what they hear. Then second group reads the second column etc. until all cards have the same position. 9. Ask all students to read lines in random order.

Návazná aktivita: Let pupils ask about specific cards: What´s A 1? Teacher’s Tip: For very young pupils use a limited set of cards (10 cards).

5

Worksheet 1

6

Worksheet 2

7


In the House


There is /are; present continuous


The world around us

Cílová skupina:

9-10 years old, 5th year

Cíl aktivity:

Reading, solving the task

Forma práce:

Individual, pair/group work

Časová dotace:

15 min

Pomůcky:

Copies of the worksheet


Martina Hašpicová, ZŠ a MŠ Brno Chrlice, Jana Broskvy 3

8

Příprava: Make copies of the worksheet for each pupil.

Průběh aktivity, instrukce: 1. Revise the vocabulary and structures needed briefly. 2. Explain to the pupils that they will get a copy of the worksheet and have them work on the tasks. Ask them to work individually on Ex. 1 and 2 and then check their answers in groups or pairs. 3. In pairs (or groups) ask them to describe the living room as in Ex. 3. 4. Ask them to agree on answers to Ex. 4 and write them down. Teacher’s Tip: It is useful to set a time limit for each step.

9

Worksheet Work on the tasks:

1) Circle R (right) or W (wrong) according to the picture: Mum is cooking. Dad is reading a book. Grandpa is sleeping. Grandma is watching TV. Peter is playing with his sister.

R R R R R

2) Colour the picture according to the sentences: Peter is wearing a red T-shirt and blue shorts. Dad is drinking a glass of red wine. Grandpa’s bed is brown. The lamp in living room is yellow.

3) Describe the living room using there is/are. 4) Answer the questions: Is grandma wearing glasses? Are the children happy? Is mum short? Is it raining outside?

10

W W W W W


Find the Cat


Otázky Yes/NO ve 3 os. j. č. v odlišných strukturách; přídavná jména happy, sad, small, big


-

Cílová skupina:

Začátečníci, kteří znají „to be” a „to have”

Cíl aktivity:

Tvoření otázek ano-ne

Typ aktivity:

Identifikace obrázku

Forma práce:

Speaking; pair work, group work

Časová dotace:

10 - 20 min

Pomůcky:

Pracovní listy


Jan Střecha, Gymnázium Lanškroun

Příprava: Připravte obrazový materiál, na kterém je 16 očíslovaných koček lišících se od sebe velikostí, výrazem obličeje, vlajkou na prsou a tím, zda myslí na rybu nebo ne.

Průběh aktivity, instrukce: 1. Zopakujte potřebnou slovní zásobu a otázky typu “Has the cat got an American flag?”, “Is the cat happy?” (nebo “Is the cat smiling?”) 2. Vyberte si jeden obrázek a nechte žáky klást různé otázky ANO/NE. Na otázky s gramatickou chybou neodpovídejte. Kdo z žáků se správně zeptá na číslo kočky, získává bod. Teaching Tip: Odmítněte otázku na číslo, pokud je zřejmé, že kočka na základě vašich předešlých odpovědí ještě nemůže být identifikována. K identifikaci je potřeba čtyř odpovědí na čtyři výše uvedené vlastnosti. Protože bystřejší žáci brzy pochopí logický princip hry, je vždy více zájemců o položení finální otázky na číslo kočky – lze ji proto nahradit i písemnou verzí, aby mohlo být hodnoceno více žáků (při práci se sluchátky není toto řešení nutné, neboť žáci se neslyší).

3. Rozdělte žáky do skupin, kde jeden žák převezme roli učitele (vhodné pro žáky, kteří rozpoznají gramatickou chybu). Teaching Tip: Materiály na stejném principu nabízejí různé zdroje, např. Perclová R., Wisnievska I.: Speak Out in English, FRAUS, 1997

11

Worksheet

12


Picture dictation


Any vocabulary needed - here parts of the body, colours, clothes, food


Art

Cílová skupina:

All; here for the 5th form

Cíl aktivity:

Listening “Listen and do”; speaking

Typ activity:

Dictation

Forma práce:

Individual; group work feedback

Časová dotace:

15 min

Pomůcky:

Pencils and crayons


Lucie Kárníková, Hradec Králové

13

Příprava: Prepare a short article to dictate. Use any vocabulary needed.

Průběh aktivity, instrukce: 1. Check that your students have their exercise books, pencils and crayons. 2. Explain that you will dictate the text three times. 3. First dictate the whole text while the children are only listening in order to have an idea what the dictation is about. Elicit that the text is about a monster. 4. Dictate again. Give the pupils the time to draw their pictures. 5. Dictate the third time. Pupils colour their monster. 6. Ask the pupils to compare their pictures in groups and check them.

Další využití: Ask the pupils to sign their pictures and display them in the classroom

Text vhodný k diktátu: A monster, Ufi- Pufi Ufi- Pufi is quite big. It has got two long legs and two short arms. It has got six fingers on its hands and only three toes on its feet. It has got really nice big eyes. Its eyes are orange. It has a small nose and a small mouth. It is old and has only four teeth - two up and two down. It has two big ears. It is a purple monster. It wears a small hat and old shoes with holes. It is a good monster, it likes children and animals. It likes oranges, apples, pears, and grapes and hates fish.

14


Find the missing place


Geographical points; Question: Where’s …?; Structure: It’s in the north/south/east/west of …?


Geography

Cílová skupina:

6th

Cíl aktivity:

Guided communication (information gap)

Typ aktivity:

Information gap

Forma práce:

Pair-work

Časová dotace:

5 min

Pomůcky:

Copies of maps (here Whitney N. & Ward A.: Open doors 1, OUP 1994, Teacher’s Book, Pairwork sheet 2), pencils and crayons


Lucie Kárníková, Hradec Králové

form

15

Příprava: Make enough copies of Pairwork sheet 2 for your students.

Průběh aktivity, instrukce: 1. Revise the vocabulary needed with your pupils. 2. Explain that they have to complete a map where some places are missing. 3. Elicit the question for places Where’s …, stress the preposition in the answer It’s in the north/west… 4. Divide your pupils into A and B and divide them into pairs. Ask them not to show their copies to each other but ask questions and note the answers. 5. Finally pupils check their answers comparing their maps.

Další využití pro slabší žáky: When you divide your pupils into A and B let them prepare questions in groups in advance. Then divide them into pairs and proceed as above.

16


Alphabet Game


Slovní okruh dle výběru


Obecné dovednosti

Cílová skupina:

ZŠ, SŠ

Cíl aktivity:

Opakování a upevňování slovní zásoby

Typ aktivity:

Metoda “Multiple Intelligences”

Forma práce:

Kolektivní práce

Časová dotace:

10 min

Pomůcky:

Tabule, křída


Kolektivní práce, Liberec

17

Příprava: Na tabuli připravte 3 sloupce, prostřední je vyhrazen pro “secret word”, které si myslí učitel. Levý sloupec má název “Before”, pravý “After”.

Průběh aktivity, instrukce: 1. Studenti náhodně jmenují slova z určené nebo procvičované oblasti (podle úrovně např. school, food, leisure time, personal qualities, environment, etc.). 2. Pokud je jmenované slovo v abecedě před hledaným slovem (“secret word”), učitel ho zapíše do sloupce Before, pokud je v abecedě za hledaným slovem, zapíše ho učitel do sloupce After. 3. Postupným zužováním oblasti studenti najdou hledané slovo a současně si zopakují slovní zásobu dané oblasti. Příklad - holidays (studentům se oznámí), secret word – sand (neoznámí) before beach ride a bike

secret word

after swimming sun

sand

Následná aktivita: Z procvičených slov žáci sestaví krátký příběh, lze zadat i jako domácí úkol.

18


Anglické idiomy


Idiomatické obraty


Všeobecné znalosti jazyka

Cílová skupina:

Pokročilí, 15+

Cíl aktivity:

Prezentace a nácvik anglických rčení a přísloví prezentace

Typ aktivity:

Čtení s porozuměním; přiřazování významů

Forma práce:

Frontální práce se třídou; párová práce

Časová dotace:

25 min

Pomůcky:

Kopie pracovních listů


Dalimil Šebesta, Ostrava

Příprava: Make copies of the worksheets for your students.

Průběh activity, instrukce: 1. Elicit the meaning of the words “idiom” and “proverb”. 2. Elicit if students know some idioms or proverbs and write them down. 3. Ask them to think about Czech equivalents. 4. Give your students examples of some idioms and elicit their origin. 5. Give your students explanations of some interesting words in English. 6. Divide your students into pairs and give them a worksheet of idioms and their explanations. Set the time limit and them check their answers or give them a key.

Návazná aktivita Ask your students to draw some pictures in order better to remember the meaning of the idioms.

19

Worksheet 1 Can you explain the following idioms? Do you know its origin? -

Rain cats and dogs

...........................................................

-

Kick the bucket

...........................................................

-

Elvis has left the building

...........................................................

-

Knock on wood

...........................................................

-

Drink like a fish

...........................................................

-

Sleep tight

...........................................................

-

One for the road

...........................................................

Read these explanations of some interesting words in English. Did you know them? Posh Intended to refer to luxurious. Origin is "Port Outward Starboard Home". Originated in the days of The East India Company's ships departing from the UK for the Indian Ocean southward along the coast of Africa and around the Horn of Africa and returning the same way. The port or left side of the ship's cabins faced east and received the AM sun (plus the coastal view). The opposite was true on the return trip. OK Became popular in the mid 1800s but the origin is unknown. The oldest written references to 'OK' result from its adoption as a slogan by the Democratic party during the 1840 American Presidential election. Their candidate, President Martin Van Buren, had the nickname 'Old Kinderhook', and his supporters formed the 'OK Club' (he lost the election though). Another possible origin for "OK" is that during the late 1830s, humorous misspellings were a fad, and one of them was "Orl Korrekt" (OK - All Correct). Mayday A distress call, derived from the French word "m'aidez" meaning "help me". Dates back to the late 1920s. Big Apple Dating back to the early 1920s, this term refers to all horse racetracks around the city of New York. These tracks were the "big" money courses and the word "apple" refers to the prize. A few years later the term was used by musicians to describe the whole city. In the 1970s the term was used in a NYC tourism ad campaign and became famous. Now turn the page and try to match the idioms with their meanings.

20

Worksheet 2 means you understand how something works. This could be due to the fact that sailors had to know which ropes raised certain sails at sea comes from the Babylonian practice of a new father-in-law giving B honey beer to his new son-in-law for the 1st month of their marriage If the farmers didn't pay the mail (an old term for rent), the C chieftains would steal their cattle and crops. Since this was considered evil, it was considered "black". to learn one's letters, it refers to the hard time children had learning D to distinguish between the letters p and q, since they are mirror images of one another to forgive one for using a swear word / cursing. This is a phrase used E when one tries to pass swearing off as French language meaning go to bed. Before mattresses used to be stuffed with hay or F straw means unpredictable. This idiom originated when ships were G damaged due to unsecured cannons rolling around on deck. to pay careful attention. This origin was probably coined from the H habit of dogs, horses and other animals in which they lift their ears when listening attentively excellent, delicious food. This idiom originated from an advertising I slogan of the KFC Chicken company a non-vulgar way to describe the middle finger gesture. Many people J in the USA will do it in traffic when cut off means that the last person announced isn't any less important than K the others called before him or her. This originated in theatre. means extremely hot days (which are usually mid- to late summer). L The name comes from the dog star 'Sirius', which is in the same part of the sky as the sun is. to be in a bad mood - it is considered unlucky to put your left foot on M the floor first when getting out of bed

1

A picture paints a thousand words

2

Get out of the wrong side of the bed

3

Wolf in sheep's clothing

4

Deadline

5

Wearing the pants

6

Flip the Bird

7

Spare the rod, spoil the child

8

Close but no cigar

9

Know the ropes

10

Redhanded

11

Don't look a gift horse in the mouth

12

Know which way the wind blows

13

Keep your chin up

14

Blackmail

N

means to be patient and to wait.

15

One over the eight

O

This term for guilt dates back to the 1400s, when it meant having blood on one's hands.

16

Honeymoon

P

a story told in pictures as well as a vast amount of descriptive text

17

Last but not least

Q

originated in the American Civil War, where a prisoner would be shot if they crossed a line around the prison or prison camp

18

Excuse My French

R

means to stay full of cheer even in situations that may be difficult

19

Mind Your P's and Q's

S

20

Pick up your ears

21

Hit the hay

22

Loose Cannon

23

Dog Days

24

Back seat driver

25

Hold your horses

26

Finger Lickin' Good

A

the habit of the passenger in the back seat giving too much unwanted advice to the driver when circumstances change and you still understand what is T happening. The origin may come from traditional hunting if you come close to achieving success but reach a disappointment U due to failure if you don't punish your children when they do wrong, you'll spoil V them someone who is secretly out to harm you, while putting on a friendly W face It was once believed that drinking more than eight alcoholic X beverages would get you drunk. when given something, don't be ungrateful. By counting the teeth Y you can tell the age of a horse. Checking whether a present of a horse was old would be considered impolite. being in charge, especially refers to women who are dominant over Z their husbands

1___2___3___4___5___6___7___8___9___10___11___12___13___14___15___16___17__ 18___19___20___21___22___23___24___25___26___. 21

Worksheet 3 ANSWER KEY: 1. Rain Cats and Dogs In old England, they had hay roofs on their houses and the cats and dogs would sleep on the roof. When it rained, the roofs got slippery and the cats and dogs would slide off the roofs. Therefore it was "Raining Cats and Dogs". 2. Kick the Bucket Kick the bucket means to die. Possibly refers to people who committed suicide by attaching a rope to a beam, then standing on a bucket and kicking it away so they would hang themselves. 3. Elvis has left the building Meaning the show/event has ended, this comes from the announcements that used to be made at the end of the musician Elvis Presley's concerts in order to get fans to leave the arena. Now we use this term any time an event has ended. 4. Knock on wood This idiom comes from people who tap their knuckles on wood in hopes of bringing good luck or better luck. This term may be associated with the mythology that trees bring good spirits. It may also have to do with the Christian religious cross, which is also made of wood. 5. Drink like a fish Meaning drink heavily, this idiom originated from the fact that fish live in water and are associated with water. Obviously, fish don't drink. 6. Sleep Tight Sleep tight, which means 'sleep well', is a term which comes from how beds were made. Beds used to be made of ropes and would often slacken and become loose, which made sleeping very uncomfortable. So, in order to sleep well you had to make the ropes as tight as possible before falling asleep. 7. One for the road 'One for the road' means one last drink before leaving. It is believed that this term derived from felons’ final drinks before heading off to be executed in front of the public.

1p, 2m, 3w, 4q, 5z, 6j, 7v, 8u, 9a, 10o, 11y, 12t, 13r, 14c, 15x, 16b,17k, 18e, 19d, 20h, 21f, 22g, 23l, 24s, 25n, 26i

22


Aukce definic


Slovní okruh dle výběru


Obecné dovednosti

Cílová skupina:

ZŠ, SŠ

Cíl aktivity:

Opakování a upevňování slovní zásoby

Typ aktivity:

Čtení s porozuměním

Forma práce:

Skupinová práce

Časová dotace:

10 min

Pomůcky:

Karty se slovíčky a jejich definice, „blutac“ k upevnění karet, záznamové archy


Kolektivní práce, Liberec

23

Příprava: Připravte si kartičky se slovy a jejich definice. Ke každé správné definici si připravte jednu nesprávnou. Nakopírujte záznamový arch pro studenty (lze použít jen prázdné lístky).

Průběh aktivity, instrukce: 1. Vysvětlete studentům, že si budou opakovat slovní zásobu nepřekladovou metodou, pomocí definic, kdy jedna definice bude správná, druhá ne. Jejich úkolem bude rozhodnou, která definice je správná. 2. Rozdělte studenty do skupin po 3-4 a přidělte jim záznamové archy. 3. Na začátku hry každá skupina získává stejný počet bodů (peněz), se kterými bude v závěru nakupovat správné definice. 4. V daném časovém limitu obchází skupinky slova a čtou si definice. Pokaždé se snaží domluvit na tom, která definice je správná. 5. Po uplynutí časového limitu učitel začíná prodávat všechny definice v aukci. Vyhrává skupina, která zakoupí nejvíce správných definic. Žádná skupina nesmí překročit původní bodový limit. Teacher’s Tip: Nahraďte body papírovými penězi třeba ze hry Monopoly. Místo slovní zásoby procvičujte reálie.

24


Práce s knihami - Penguin Readers - zjednodušené čtení


Čtení s porozuměním


Literatura

Cílová skupina:

Všechny, dle jazykové úrovně

Cíl aktivity

Dovednost čtení (Reading Skill) ve všech svých aspektech

Typ aktivity:

Lze střídat (Reading for Gist, Scanning, Skimming etc.)

Forma práce:

Od individuálního čtení až po samostatnou prezentaci

Časová dotace:

Volná

Pomůcky:

Sada Readers, popř. pracovní listy, nahrávky


Věra Brachetková, SPŠ a VOŠ chemická, Na Třísle 135, 530 88 Pardubice

25

Příprava: Pořídit sadu Readers, popř. připravit kopie potřebného materiálu. Zdroje: www.venturesbooks.com a. zvolit Longman. b. Zvolit Čteme s tučňákem. c. Zaregistrovat se – získáte přístup k různým metodickým materiálům jako jsou např. pracovní listy. www.macmillanenglish.com/readers (bez registrace) www.oup.com/elt/teachersclub/readers/?cc=cz (nutná registrace) www.cambridge.org/elt/elt_projectpage.asp?id=2500560 přímo katalog READERS

Průběh aktivity, instrukce: a) Všichni žáci mají stejnou knihu 1. Čtení s poslechem - žáci sledují text a po kapitole nebo i kratší části učitel poslech přeruší, a klade připravené otázky, na které žáci odpovídají. Ve dvojicích mohou diskutovat o tom, co se dozvěděli. 2. Je vhodné zopakovat anglicky danou část příběhu, napsat na tabuli klíčová slova nebo osnovu, která žákům pomůže při opětovném vyprávění příběhu. 3. Pokud čte učitel sám, může lépe sledovat, zda žáci rozumí. Často mají někteří žáci chuť číst – je dobře jim to umožnit – pokud zvládají výslovnost. 4. Je možné věnovat knize ve škole několik hodin po sobě nebo ji číst „na pokračování“ 5 -10 minut každou hodinu (záleží na úrovni a na délce knihy). b) Žáci mají různé knihy 1. Žáci si z knihovničky vyberou každý jinou knihu – podle svých schopností a zájmu nebo učitel knížky přidělí. Aby si žáci ze čtení „něco odnesli“, je třeba zadat úkoly. Teacher´s Tip: Moji studenti mají za úkol zpracovat nejméně 1 knihu za pololetí.

2. Žáci pracují pokaždé trochu jiným způsobem. Možností je více, já využívám např. tyto: 2.1. Plnění úkolů z knihy V knížkách jsou vzadu úkoly k celé knize nebo k jednotlivým částem, např. 1-3 kapitoly, které žáci plní. Teacher´s Tip: Poprvé začněte ve škole, aby žáci porozuměli zadání úkolů.

Úkoly jsou rozčleněny do skupin metodicky: Before you read – připraví čtenáře na téma a představí některá důležitá slova; While you read – testuje porozumění textu formou otázek a pod.; After you read – obvykle navrhne téma pro krátký psaný projev. 2.2. Vyplnění formuláře Book Review a zapsání nových slovíček do předepsané tabulky nebo Reading Diary (podle Penguin Readers Teacher´s Guide to Using Graded Readers). Teacher´s Tip: Pro některé skupiny formuláře nebo jejich části upravuji - napíši je na tabuli, děti si je opíší do sešitů s českým vysvětlením.

2.3. Přednesení krátké zprávy o knížce (prezentace) Teacher´s Tip: K této části zadává pokyny učitel: stanoví časový limit, např. minimum 12 vět, a osnovu prezentace, např. úvod - obecně o knížce, případně o autorovi (2-4 věty), informace o postavách, o prostředí; naznačit děj, zápletku nebo problém (6-10 vět), závěr - vyjádřit svůj názor na knihu, na postavy, na problém, na to jak se žákovi knížka četla, co se naučil, dozvěděl, co ho překvapilo apod. (2-4 věty).

26


How Blackie the Dog and Pussy the Cat Were Cooking the Cake


Food, actions in cooking Present continuous, WH questions, imperative mood


Professional English for confectioners

Cílová skupina:

Elementary (1st form of confectioners)

Cíl aktivity:

Enlarge professional vocabulary

Forma práce:

Listening, speaking, acting, writing, group work

Časová dotace:

1 lesson

Pomůcky:

The story, copies of worksheets


PhDr. Stanislava Volocká, SŠP Smiřice

Příprava: Make copies of the worksheet and the word list for each group of students, cut them and put into envelopes.

Průběh aktivity, instrukce: 1. Divide students into groups (3 persons in each: “narrator, dog, cat”) and give them envelopes with cards. 2. Tell them the story. 3. Give them 15 minutes for completing the story according to their listening. 4. Explain that they must complete the story using words in envelopes and pay attention that their cake is prepared in the right professional way and their cake could be eaten. 5. Each group will prepare its own version. Instruct them that they need not use all the words in the envelope. Some of them can be left and some of them shouldn’t be used, because they are not suitable for preparing cakes. 6. Ask them to act their stories. 7. Do not correct their mistakes; let them act spontaneously. 8. Round off with an open class evaluation (Whose cake was the best?), make a list of words which must not be used. Give grammatical feedback.

Návazná aktivita: Ask the students to write their own recipe for the cake as HW and supply these recipes with their own drawing of the decoration.

27

How Blackie the Dog and Pussy the Cat were cooking the cake Narrator: Once upon a time there were Blackie the Dog and Pussy the Cat. They lived together in a little house and ran their own business – confectionery. They usually worked together, but one day they decided to assess whose cake was better, which of them was the Master Confectioner. They both wrote their own shopping list. What did Blackie buy? We must ask him. “Blackie, what are you buying?”

Blackie: “I am buying…” Narrator: “And what about you, Pussy? What are you buying?”

Pussy: “I am buying………..”

Narrator: When Blackie and Pussy came back home, they started to prepare their masterpiece. “What are you doing first, Blackie/Pussy?”

Teacher’s Tip: Act the dialogues using your vocabulary from the envelopes and remember to describe not only the ingredient list but the instructions, too.

28


Brighton in the Rain


Present perfect


Music

Cílová skupina:

1st form of secondary school

Cíl aktivity:

Irregular verbs, present perfect

Forma práce:

Filling the table; listening for understanding; discussion; pair work

Časová dotace:

45 min

Pomůcky:

Copies of worksheets, lyrics


Mgr. Hana Zavadilová, Olomouc

Příprava: Zdroje: Swan, M and Walter C. 1993. The New Cambridge English Course, Upper- Intermediate, CUP A.J. Thomson, A.V. Martinet 1991. A Practical English Grammar, OUP Jonathan Dykes - lyrics, Robert Campbell - music

Make copies of the worksheets. Prepare the table for irregular verbs on OHP.

Průběh aktivity, instrukce: 1. Switch on the OHP and ask the students to revise irregular verbs and fill the correct forms into the table. 2. Then give the students Worksheet 1; let them read the lyrics and ask them to predict the missing words. 3. Play the song and students complete the lyrics. If necessary, play the song more times. Let students check the correct answers. 4. Give students Worksheet 2 and let them do the first task individually. Check the correct answers. 5. Divide students into pairs and ask them to ask questions using the given prompts. Encourage them to be detailed and make notes. 6. The feedback can be done in small groups.

Návazná aktivita: Ask your students to write what they have heard about their friends. The suggested table for the OHP:

spend ate vidět known slyšet be pít have 29

Worksheet 1 Listen to the song and complete the sentences: Brighton in the Rain I’ve never 1_____ to Athens and I’ve never 2_____ to Rome I’ve only 3 _____ the Pyramids in picture books at home I’ve never 4 _____ across the sea or 5 ______ inside a plane I’ve always 6 _____ my holidays in Brighton in the rain. I’ve never 7 _____ foreign food or 8______ in a foreign bar I’ve never 9 _____ a foreign girl or 10_____ a foreign car I’ve never 11 _____ to find my way in a country I don’t know. I’ve always 12_____ just where I am and where I’ll never go. I’ve 13 _____ travel books by writers who have 14 ______ to Pakistan I’ve 15 _____ people telling stories of adventure in Iran I’ve 16 _____ TV documentaries about China and Brazil But I’ve never 17_____ abroad myself; it’s making me feel ill. I’ve 18 _____ several languages like Hindi and Malay I’ve 19_____ lots of useful sentences I’ve never 20 _____ able to say The furthest place I’ve ever 21_____ was to the Isle of Man And that was full of tourists from Jamaica and Japan. I’ve never 1_____ to Athens and I’ve never 2_____ to Rome I’ve only 3 _____ the Pyramids in picture books at home I’ve never 4 _____ across the sea or 5 ______ inside a plane I’ve always 6 _____ my holidays in Brighton in the rain.

30

Worksheet 2 Put the verbs in brackets into the present perfect or the past simple tense: 1.

This is my house. How long you (live) here?

…………………………………………………….….

I (live) here since 1970.

…………………………………………………………

When he (arrive)?

…………………………………………………….….

He (arrive) at 2.

………………………………………………………

3.

I (meet) him last June.

..……………………………………………….……

4.

I just (be) to the film War and Peace. You (see) it?

2.

…………………………………………………………………………………….. No, I ………………. Is it like the book? I (not read) the book.

……………………………………………………..

I (read) it when I (be) at school. …………………………………………………….. When Tolstoy (write) it?

…………………..………………………………...

He (write) it in 1868.

……………………………………………………...

Ask your partner about what he/she has done this week. Find out as much as possible about each activity. Use these prompts: watch a football match

help with housework

see an interesting film

telephone your parents

travel by train

send an email

31


Christmas


Intercultural exchange; celebrating Christmas


Music

Cílová skupina:

Pre-intermediate, 15-19 years old

Cíl aktivity: Typ aktivity:

To exchange information; to understand an article on carols; to understand the words in a carol´s lyrics Reading for details, free speaking

Forma práce:

Whole-class work and group work

Časová dotace:

45 min

Pomůcky:

Copies of worksheets, lyrics of a carol, CD player


Lenka Chodurová, Ostrava

Příprava: Make one copy of both worksheets for each group.

Průběh aktivity, instrukce: 1. To warm up your students play a carol in English. 2. Write the key word “Christmas” into a circle on the blackboard (in the middle). 3. Do “brainstorming”, e.g. ask questions such as “What things (events/performance/songs ...) are connected with Christmas?” and put all the ideas on the blackboard (you can ask learners to organise it as a “spider” scheme). 4. Divide the learners into groups of three to five and make one person in the group the speaker. Give each group Worksheet 1 (the article on carols and carol singing). Tell the learners to read the article, answer the questions below and decide whether the statements below are true or false. 5. When the learners finish, get the group speakers to answer the questions alternatively. Tell the learners to listen carefully so that they can comment on or correct the other groups‘ answers. 6. Turn the learners‘ attention to the blackboard again and ask them if there are other things/words they could add (provided they have read the article on carols properly). Make them compare differences between celebrating Christmas in English-speaking countries and in the Czech Republic. 7. Give each group Worksheet 2 (“Jingle Bells” lyrics cut in pieces) and tell them to put the lines of the lyrics in the right order first without listening to the song. 8. Ask learners to listen to the song and check if they are right. 9. Ask students if they know any other carols. Play them (or alternatively sing them together). Teacher’s Tip: We should ensure that first, the learners know what to do in a group work activity, and second, that we monitor to give help when required without letting the class feel we are looking at them or listening to them in order to correct them immediately.

32

Worksheet 1 CAROLS AND CAROL-SINGING

Carols are traditional songs that are sung just before Christmas. Many of them celebrate the birth of Jesus Christ. They were first sung in the 14th century. One of the oldest printed carols, dating from 1521, is the Boar´s Head Carol, which was sung in Queen´s College, Oxford, as Christmas lunch was carried in. In England during the 16th century, the Puritans tried to stop people singing carols, but the words continued to be handed down from one generation to the next. Many of the most popular carols heard today date from this time: they include Good Kind Wenceslas and O Little Town of Bethlehem. In the 19th century groups of carol-singers, called waits, used to gather in the streets to play and sing for local people, who thanked them by offering drinks or mince pies (small round pies containing dried fruit, apples and sugar). This custom became known as wassailing and still continues in Britain, with people meeting to sing carols in most town and village centres. Any money that is collected is given to charity. Some singers walk from street to street, singing carols outside each house. In the US door-to-door carol-singing is not common, except in a few small communities. Families sing carols when they decorate the Christmas tree.

Answer the following questions: 1. What does “carol” mean? 2. Is door-to-door carol-singing common in the US? 3. How old are the oldest carols? 4. What year does one of the most oldest carols date from and what is its title? 5. When do US families usually sing carols? Decide whether the following statements are true or false (T/F): 1. The Boar´s Head Carol is a very old Christmas song. 2. Mince pies are salty. 3. Before Christmas, people in Britain gather in the street to sing carols. 4. Americans do door-to-door carol-singing very often. 5. Many carols celebrate the birth of God.

__________________________________________________________

33

Worksheet 2

Jingle Bells Dashing through the snow in a one-horse open sleigh Over fields we go, laughing all the way Bells on bobtail ring making spirits bright What fun it is to ride and sing a sleighing song tonight! Jingle bells, jingle bells, jingle all the way! Oh! What fun it is to ride in a one-horse open sleigh!

34


Family and Family Life - conversational topic


Stages of life - growing up, growing old, my course of life - CV


Common knowledge, Business English

Cílová skupina:

15-17 years old, young adults

Cíl aktivity:

To enlarge vocabulary, practical reading

Typ aktivity:

Task-solving; discussion

Forma práce:

Individual, pair/group work

Časová dotace:

4 lessons

Pomůcky:

flashcards, worksheets


Marie Fryaufová, VOŠ pedagogická a SpGŠ, Komenského nám. 22, 570 12 Litomyšl

Příprava: Připravte kopii pracovního listu pro každého žáka.

Průběh aktivity, instrukce: 1. Zopakujte nezbytnou slovní zásobu a větné struktury. 2. Pracujte s obrazovým materiálem: k obrázkům různě starých osob přiřaďte správný slovní výraz. Teacher’s Tip: Technicky závisí práce na vybavení školy – tj. od magnetické tabule až po promítání.

3. Podtrhněte nebo označte klíčová slova, která použijete v pracovním listě. 4. Práce ve dvojici v pracovním listě - úkol č. 1 - srovnejte ve správném pořadí. 5. Rozhovor ve dvojicích na téma: Kdo v tvé rodině se nachází v této části života. 6. Samostatná práce v pracovním listě - úkol č. 2 - klíč : a baby, a toddler, a child, a teenager, an adult , in your twenties, in your thirties, middle-aged, retirement, old age. 7. Samostatná práce - úkol č. 3 - klíč: a. toddler, b. late forties, c. retired, d. mid-twenties, e. early thirties, f .elderly, g. baby, h. teenager, i. adult, j. adolescence. 8. Samostatná práce: nejlepších nápadů.

dokončení vět, společné přečtení několika příběhů, vyhodnocení

9. Domácí úkol: Přinést 1 fotografii ze svého dosavadního života, popsat ji - co si pamatuji, případně co o ní vyprávějí moji rodiče apod.

35

Worksheet Ages and stages 1. In which order do these events happen? (write numbers) parenthood prenatal development old age married life youth childhood 2. Complete each line with a suitable word Age Stage 0–1 approximately a ……………………… 1–2 a ……………………… 2 – 12 a ……………………… this period is your childhood 13 –17 a ……………………… (14 = early teens) 18 + an ……………………. in your ……………. (24 – 26 = mid-twenties) 30 - 39 in your …………….. (38 = late thirties) 40 + people are …………. aged 60 or 65 ……………... (= people stop work, they are retired) 75 + ………………age (you can describe people as elderly) 3. What stage of life are these people at? a. Paul isn’t two yet, so he’s still a ……………… b. Eva is 48 this year, so she is now in her …………………. c. Albert was a driver for 40 years but stopped 2 years ago, so he is now ………. d. Susan is 25, so she is in her …………………. e. John is 33 and his wife is 32, so they are both in their …………………… f. Frank is 76 this year, so he is quite …………………. g. Kevin was born six weeks ago, so he is a ……………… h. Monica is 13 this year, so she will be a ……………….. i. Peter is 18 this year, so legally he becomes an ……………… j. 16 is often a difficult age for boys and girls going through A_ _ _ _ _ _ _ _ _ E 4. Find the logical ending for each sentence beginning on the left and construct Helen’s life. a. Helen was born …………………………………………………………. b. She grew up …………………………………………………………. c. Her first boyfriend …………………………………………………………. d. She went out with him …………………………………………………………. e. She went to university …………………………………………………………. f. She fell in …………………………………………………………. g. They got married …………………………………………………………. h. She had a baby ………………………………………………………… i. Her parents ………………………………………………………….

36


Mother’s Day


Conditionals


Common Knowledge - Holidays and Festivals; Music

Cílová skupina:

Intermediate, 17-18 years old

Cíl aktivity:

Listening for understanding, speaking - discussions

Forma práce:

Pair work

Časová dotace:

1 lesson

Pomůcky:

Lyrics of the song, photos


Mgr. Michaela Vyskočilová, OA Olomouc, tř. Spojenců 11

Příprava: Zdroj - Anne Geddes & Celine Dion – Miracle (a celebration of new life) - book http://www.sing365.com/index.html www.anngeddes.com Make copies of the lyrics and prepare some photos to display.

Průběh activity, instrukce: 1. Give student the lyrics of the song and explain that they are going to listen to the song and fill in the missing words. Pre-teach any important vocabulary. 2. Students listen and complete the lyrics. If necessary, play twice. 3. Give students the second worksheet and ask them for their opinion. 4. Let them work on tasks 3, 4, and 5 individually or in pairs. 5. Open the discussion for tasks 6 and 7. Ask students to work in pairs.

37

Worksheet 1 1

LISTEN AND COMPLETE

If I Could (Celine Dion) Sources: Anne Geddes & Celine Dion – Miracle (a celebration of new life) - book http://www.sing365.com/index.html If I could I'd protect you from the ___________ in your eyes Give you courage in a world of ___________ Yes, I would If I could I would __________ you all the things I've never learned And I'd help you cross the bridges that I've __________ Yes, I would If I could I would try to shield your ____________ from time But the ___________ of life I gave you isn't ___________ I've watched you ___________ , so I could __________ you go If I could I would help you __________ it through the hungry years But I know that I could never ___________ your ___________ But I would If I could Yes If I _________ In a time and place where you don't ___________ to be You don't have to walk __________ this ____________ with me My ____________ Won't have to be your _____________ If I ____________ I would try to change the world I __________ to you to And there isn't very much that I _________ do But I would If I could______________ oh baby___________ I just want to _____________ you and help my baby __________ the hungry years ______________ you’re part of me and if you ever ever ever ______________ I said a shoulder to ______________ or just ______________ to talk to I'll be there, I'll be there I didn't ______________ your world but I would If I Could!

38

Worksheet 2 2 WHICH OF THESE PHOTOS IS THE BEST FOR THIS SONG? WHY DO YOU THINK SO? Source : www.anngeddes.com ( but in my lessons I use real Ann Geddes calendars)

1

2

3

4

3

UNDERLINE 5 IF-CLAUSES. WHICH TYPE ARE THEY?

4

TRY TO EXPRESS THOSE IF-CLAUSES IN YOUR OWN LANGUAGE.

5

CHANGE THE UNDERLINED IF-CLAUSES INTO THE 1ST CONDITIONAL.

6

WHAT WOULD YOU DO (FOR YOUR MOTHER) IF YOU COULD?

7

WHAT WOULD YOU DO AS A MOTHER/FATHER IF YOU COULD?

NOTE: learned, burned – regular participles in Am.E. but in Br. E. learnt, burnt (Celine Dion – Canadian singer, Ann Geddes – New Zealand Babies Photographer)

39


Disabled People


Greetings; Everyday expressions


Social feelings

Cílová skupina:

Intermediate +

Cíl aktivity

To discuss issues related to disabled people and disability, and read authentic responses of disabled people

Typ aktivity:

Speaking and reading

Forma práce:

Group work

Časová dotace:

60 min

Pomůcky:

Cut-up worksheets, copies of worksheets


Dana Hlavová, Hradec Králové

Příprava: Prepare slips of papers (or copy the worksheet and cut it into slips) with people representing different social or ethnic groups on them; copy the questions (see Activity 5) onto cards and make one set of cards for every three or four learners in the class. Zdroje: www.bbc.co.uk/ouch/

Průběh aktivity, instrukce: 1. Miming activity (Lead-in activity) Stick the prepared slips of paper on the students´ foreheads so that they cannot see who they are and ask them to walk around and mime how they would greet and treat the people they meet – a famous ice-hockey player, homeless person, person on a wheelchair, etc… Watch their reactions carefully. Teacher’s Tip Feedback: After they have greeted everyone ask them to sit down and write down how they felt and who they think they were. Then ask them to share their ideas with the class. Also ask the others why they treated them that way. Focus especially on the disabled people (a blind person, a person in a wheelchair) - How did you feel? Was it pleasant? Why/why not? Do you think we tend to ignore disabled people?

2. Reading Explain that today’s class is about disabilities. Divide the class into three groups and ask each group to read one of the letters, which are authentic responses taken from the website Ouch! – a site for disabled people www.bbc.co.uk/ouch/. In groups, deal with difficult vocabulary.

3. Speaking Put the students in groups of three - one student from each of the previous groups. Students retell the letters and briefly compare their points of view with those mentioned in the letters.

40

4. Regrouping Regroup the class again. For example, you can use coloured sticky paper dots. Stick them on the students´ foreheads again and tell them that their aim is to find people with the same colour. They should not know what colour spot they have. No one may talk; they may only use non-verbal communication. They soon realise they have to help each other.

5. Discussion Give each group a set of cards. Each card should have one of the questions below written on it. In their groups, one person takes the first card, reads it aloud, and they then discuss it for as long as they need, before taking the next card, and so on. If a particular question doesn’t interest them, they can move on to the next one. Instruct groups who finish early to prepare a summary of the main points that have come up.

6. Reporting When you see that the discussion is “winding down”, bring it to a stop. Ask groups to report back summaries of what they have discussed.

41

Worksheet 1 1 Hello, Yesterday I went shopping with a friend. There wasn’t any possibility of taking my power chair, so I was in my manual wheelchair and my friend was pushing me. Whilst in one shop, a member of staff was hoovering with his back to us, he turned round quite abruptly and hit me hard across my shins with the hoover sucking tube. He then apologised.... to my friend! He didn’t even make eye contact with me. I said “that’s OK” when he apologised, which he completely ignored and went on to make some joke to my friend before turning around to continue hoovering. Then, when we were at the till, the till worker asked my friend if I would pay with cash or card. My friend said she had no idea and maybe she should ask me. The till worker got rather flustered but did ask me. I paid in cash. The till worker then attempted to give my shopping and my change to my friend. Once again, my friend said that it wasn’t hers. The till worker did reluctantly give it to me and said “I hate it when there are two people. I never know who to give the change to.” Um, maybe to the person who actually paid and is buying the stuff? And as for it being a problem if there is more than one person, I doubt she would have found it difficult if I had been standing by my friend rather than sitting in my wheelchair. 2 Hello! For the past few Saturday mornings I have been watching Holly & Steven’s Saturday Showdown on ITV1, which is just a usual Saturday morning kids’ show. However, this programme has a regular guest on it called Ray. He is a dwarf (sorry if that’s not the right word for it and I offend anyone) and at one point in the programme they have a feature called ´Ram-Ray´. This is where kids call in to guess which door will open when Ray runs into it. Three of them will be solid and Ray (after running full-speed towards it) will be propelled backwards, having smashed into it, and one of them will open, meaning he smashes through it. They also use Ray for various games throughout the programme. Now, I can’t quite work this one out. I feel pretty uncomfortable watching it as I think he might be being used as figure of fun for the programme, but am I being over-sensitive, and is this actually a good thing in normalising this kind of disability for children? 3 Hello, A recent trip to Prague made me think it was the most disabled-unfriendly place I’d ever been to, though - no tactile paving; no synchronisation of traffic lights, so if you were deaf you’d have to look out in all directions for traffic before even attempting to cross the road at a zebra crossing, whereas in Western Europe, even if the traffic is notoriously bad, at least when the green man comes on it’s synchronised with the red light in all directions for car traffic; and the concept of disabled access in a 5-star hotel nebulous at best - a ramp inside, certainly, but then about five or six steps inside to negotiate between reception and the lift!! Prague is also very cobbled and in places very steep - not a lot can be done about that, and it’s part of the charm and character, but it could be made easier for visitors by having better handrails, at least, where appropriate.

42

Worksheet 2

What is a neutral way for people to talk about disabled people in your language? Are disabled people “invisible” in our country? How many “famous” people do you know who are disabled? Have you seen disabled characters in movies or on television? Are disabled characters in movies or on television played by disabled people? If they are not, do you think they represent disabled people accurately? How accessible is society to people with disabilities? Do disabled people have equal access to workplaces, accommodation, schools? Are there any disabled people where you work? Where you go to school? Do you know anyone with a disability? What is their disability? 43

Worksheet 3

HEAD TEACHER

BEST FRIEND

PERSON IN A WHEELCHAIR

CZECH PRESIDENT

BRITISH QUEEN

YOUR MOTHER

JAROMÍR JÁGR

YOUR FAVOURITE SINGER

BLIND PERSON

HOMELESS PERSON

GIPSY

STRANGER

YOUR SISTER/BROTHER

YOUR NEIGHBOUR

DRUNKARD

YOUR TEACHER

44

Kontakty Národní institut pro další vzdělávání (NIDV) má krajská pracoviště v těchto městech:

BRNO Křížová 22 603 00 Brno tel: 543 541 274 fax: 543 541 272 email: [email protected]

ČESKÉ BUDĚJOVICE Hlinsko 49 370 82 České Budějovice tel: 387 699 011 fax: 387 699 027 email: [email protected]

HRADEC KRÁLOVÉ Švendova 13, P.O.Box 24 500 03 Hradec Králové tel: 495 500 911 fax: 495 514 806 email: [email protected]

JIHLAVA Zborovská 3 586 01 Jihlava tel: 567 571 839 fax: 567 571 839 email: [email protected] KARLOVY VARY Západní 15 360 01 Karlovy Vary tel: 353 585 268 fax: 353 585 268 email: [email protected] LIBEREC Masarykova 28 460 01 Liberec tel: 482 360 511 fax: 482 710 352 email: [email protected] OLOMOUC Wellnerova 25 779 00 Olomouc tel: 585 540 173 fax: 585 540 122 email: [email protected] OSTRAVA Blahoslavova 1576/2 702 00 Moravská Ostrava tel: 596 120 454 fax: 569 120 448 email: [email protected]

45

PARDUBICE Za Pasáží 657, P.O.Box D 27 530 02 Pardubice tel: 466 046 111 fax: 466 046 142 email: [email protected]

PLZEŇ Čermákova 18 301 00 Plzeň tel: 377 473 608 fax: 377 473 608 email: [email protected]

PRAHA A STŘEDNÍ ČECHY Staropramenná 17 150 00 Praha 5 - Smíchov tel: 257 315 470 fax: 257 315 470 email: [email protected]

ÚSTÍ NAD LABEM Winstona Churchilla 1348/6 400 01 Ústí nad Labem tel: 475 211 255 fax: 475 209 092 email: [email protected]

ZLÍN Potoky 267 760 01 Zlín tel: 577 437 711 fax: 577 437 711 email: [email protected]

Vážená paní kolegyně, vážený pane kolego,

Recommend Documents