Ana Katruša

Christmas tabbo game je igra za ponavljanje vokabulara vezanog uz Božić. Namijenjena je učenicima od 5. do 8. razreda. 
Upute za igru: Podijelite učenike u skupine od 4-5 učenika, ovisno o veličini razreda. U svakoj skupini je jedan učenik okrenut leđima prema pametnoj ploči (platnu). Ostali učenici u skupni objašnjavaju zadani pojam, ali pritom ne smiju koristiti tabu riječi koje su prikazane na pametnoj ploči. Zadano vrijeme za pogađanje je jedna minuta. Ako učenici izgovore tabu riječ, krug prestaje za taj pojam. U sljedećim krugovima učenici izmjenjuju uloge u skupinama, u smjeru kazaljke na satu te sljedeći učenik pogađa pojam dok ostali objašnjavaju.

Gotov materijal

CHRISTMAS TABOO GAME

christmas-taboo-game

Prezentacija je spremna za korištenje u nastavi. Sadrži objašnjenje pojma te konkretne aktivnosti u kojima se višejezični izrazi obrađuju na engleskom, njemačkom i hrvatskom jeziku.

Mirta Kos Kolobarić

Mirta Kos Kolobarić, Ana Radočaj

Materijal je prikaz obrade višejezičnih izraza na tri jezika - hrvatskom, engleskom i njemačkom. Polazi se od definicije i ilustrativnog primjera, a zatim se višejezični izrazi (engl. binomials) na sva tri jezika obrađuju kroz tri interaktivne aktivnosti: spajanje ponuđenih izraza, kviz u kojemu se bira izraz koji odgovara kontekstu te Kahoot! kviz u kojemu se prepoznaju višejezični izrazi u popularnim pjesmama.

Binomials

binomials

Prezentacija sadrži upute za aktivnosti, primjere i materijale za učenike i nastavnike koji su dostupni preko poveznice koja se nalazi u prezentaciji. 

Ana Radočaj

Prezentacija sadrži aktivnosti za obradu poslovica i idioma na engleskom, njemačkom i hrvatskom jeziku, čime se kod učenika potiče višejezičnost. Obrađuju se poslovice povezane s (meteorološkim) vremenom i idiomi koji u sebi sadrže nazive životinja i dijelova tijela. Aktivnosti se odrađuju kroz postaje u kojima učenici imaju različite zadatke. 
Materijal sadrži upute za nastavnike i poveznice na sve potrebne radne materijale.

Idioms and proverbs

idioms-and-proverbs

Helga Kraljik

Ankica Šarić

Aims:
- revising transport-related vocabulary and key expressions
- developing speaking fluency through pair dialogue and group presentation on climate-friendly transport
- learning outcomes (3) – Bloom’s verbs
Outcomes:
Identify and categorise different means of transport and related vocabulary.
Explain how transport affects climate change and describe possible solutions.
Create a group poster and present key ideas clearly to the class.

MATERIAL DESCRIPTION:
Worksheet 1 (Word document – intro: vocabulary + dialogue)
Topic: Transport vocabulary + speaking warm-up (linking transport to later climate action topic).
Purpose: activate prior knowledge, revise transport vocabulary, practise speaking (Present Perfect / Past Simple / Would you…?).
Skills: vocabulary, categorising, speaking fluency, asking/answering questions.

Worksheet 2 (group work – climate actions + transport poster)
Topic: Climate action in transport: causes, consequences, innovations, solutions.
Purpose: cooperative research + synthesis into a visual poster; presentation practice.
Skills: reading/research, summarising, collaboration, public speaking.

Lesson plan:
Step 1 — Lead-in (2–3 min) “Today we revise transport vocabulary and connect transport with climate action.”
Step 2 — Worksheet 1: Task 1 - Brainstorming: Students list as many means of transport as possible.
Step 3 — Worksheet 1: Task 2- categorise vocabulary; Students sort transport words into categories (e.g. land / air / water / unusual).
Step 4 — Worksheet 1: Task 3; Students work in pairs and practise the dialogue prompts. Encourage follow-up questions and longer answers.
Step 5 — Transition to climate topic: “Which transport causes the most pollution? Why?” “Now you will create a poster about climate action in transport.”
Step 6 — Worksheet 2: group setup; Give each group their specific instructions/topic.
Explain expectations:
use keywords, not long paragraphs
everyone must participate
prepare to present
Step 7 — Group work: plan and collect ideas: Students:
read their group instructions
brainstorm or research examples
select key information (3–5 main points)
assign speaking roles
Step 8 — Poster creation:
title + headings
bullet points / keywords
visuals (icons, arrows, small charts, drawings)
final “action message”
Step 9 — Presentations (2–4 min per group) &  a peer check.
Suggested structure:
Introduction: topic + group focus
Main part: 3–4 key points
Example / fact / explanation of visuals
Conclusion: solution + action message
SHORT POSTER SELF-CHECK  &  PEER CHECK FOR ORAL PRESENTATION: https://www.canva.com/design/DAG-BbYkAlw/A637mZ2B9RE-L4_XqbAsGA/view?utm_content=DAG-BbYkAlw&utm_campaign=designshare&utm_medium=link&utm_source=publishsharelink&mode=preview

Climate Action in Transport: Understanding Causes and Solutions

climate-action

AIMS:
Developing students’ ability to design and describe an AI chatbot that supports the school or local community.
Practising speaking skills through a structured pair presentation using clear signpost language.
LEARNING OUTCOMES:
Describe an AI chatbot’s identity and purpose using relevant vocabulary (name, type, location, functions).
Design a clear character-sheet poster including all required sections and signpost-friendly structure.
Present (and justify) their chatbot design in pairs using signpost language and responding to audience questions.
Sigpost language, Selfcheck list and Peer assessment: https://www.canva.com/design/DAG-BgHkDdQ/1piZDT9mivpyLxsX9oM5xQ/view?utm_content=DAG-BgHkDdQ&utm_campaign=designshare&utm_medium=link&utm_source=publishsharelink&mode=preview

My School/Town Chatbot (pair work): Your chatbot must be connected to our school or our town/community services (example: Zaprešić city helper, school helper bot, library bot, school events bot, etc.)
Step 1 - Choose your chatbot topic: School chatbot OR Town chatbot (e.g., “SchoolHelp Bot” - help with timetable, homework reminders, school rules, events... or “Zaprešić City Bot” - help with transport info, local events, city services)
Step 2 - Plan your chatbot identity:
Name:
Age: (non-human / 1 year old / new model etc.)
Type: (robot / AI assistant / avatar)
Lives/works in: (school / town)
Good at: (3–4 functions)
Step 3 - Write 3–5 useful phrases your chatbot might say. (e.g., “Hello! Need help with today’s schedule?”; “Don’t forget — there’s a school event tomorrow.”; “I can help you find bus/train information.”)
Step 4 - Write the chatbot introduction that includes: name, role/purpose, what it helps with, and who it helps. Use signposting.
Step 5 - Add personality traits: friendly / helpful / smart / polite / funny / calm / organised / creative
Step 6- Create a short sample dialogue (4–6 lines):  Citizen/Student asks → Chatbot answers clearly and helpfully.
Include at least: 1 question about events or services and 1 question about directions / timetable / reminder
Step 7 - Create your poster digitally (Canva / PPT / Google Slides) OR draw it. It must include all 5 sections:
Identity
Favourite phrases
Chatbot introduction
Personality traits
Sample dialogue
Mind the poster rules: clear title, readable fonts, good layout, not too much text, correct English
Step 8 - You will present as a pair, each student speaks. Presentation structure:
Greeting + intro
Chatbot identity
What it can do
Example phrases + mini dialogue
Closing + questions
Don't forget to use signpost language.

My School/Town Chatbot

ai-chatbot

AIMS: 
Develop critical thinking about holiday-season sustainability by identifying and correcting common myths with clear, evidence-based explanations. 
Strengthen creative communication and collaboration by designing a festive A5 “myth vs truth” page and sharing/feedbacking respectfully on a shared Canva whiteboard. 
OUTCOMES Identify a holiday sustainability myth and summarize it accurately in writing. 
Explain why the myth is not true, using a short, clear sustainability-focused reason connected to the holiday season. 
Create a festive A5 visual (myth + truth + simple decoration) and evaluate a peer’s work by posting a short sticky-note comment (agree/disagree + why). 
1) “Today we will challenge holiday sustainability myths and share our work online.” Show the Canva whiteboard (project/screen share) and where they will upload photos and sticky notes. 
2) Pick a myth: Students select one myth (from the wheel or the provided list). Wheel: https://wheelofnames.com/bmm-fxc Rule reminder: No changing the myth. English only. 
3) T shows students a model: Myth: (one sentence) Truth: (1–2 short sentences: why it’s not true + holiday link) Add small decoration ideas (tree, star, snowflakes, 2–3 colours). 
4) Create the A5 page: Copy the myth exactly. Write a short truth/explanation (clear + holiday sustainability connection). Add simple festive decoration. Teacher monitors to make sure that the text is short and clear. 
5) Students take a photo of their A5 page. Upload under the holiday tree area on the Canva whiteboard. 
6) Each student adds sticky notes next to other students' myth providing feedback: “I agree / I disagree because…” (1–2 short sentences) 
7) Optionally: Students present briefly: Read myth → say truth → show decoration idea. The teacher enforces respectful listening and keeps time. 
8) Wrap-up: “What is one small sustainable holiday action you will try this year?” 
Example Canva white board: https://www.canva.com/design/DAG8DulUU4w/04PEEe6b6SwrTV7VuxQ1dQ/edit?utm_content=DAG8DulUU4w&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Holiday Season Sustainability Myth Activity

sustainability-myth

AIMS:
Develop learners’ ability to write a personal narrative (beginning–middle–end) using topic vocabulary about climate change.
Increase awareness of local impacts of climate change by connecting global climate issues to learners’ own lives and communities.
LEARNING OUTCOMES:
Describe specific ways climate change affects their daily life, family, or community.
Organize a narrative story with a clear beginning, middle, and end using correct structure and linking expressions.
Evaluate peers’ stories using a checklist (peer assessment criteria) and provide constructive feedback.

STEP 1 — Reading & Understanding  
Share the two story links with students:1. Read the stories:
Links: https://www.wateraid.org/uk/stories/climate-whiplash and https://www.vedantu.com/stories/environment
Give students time to read (individually or in pairs). 
What climate event is described (floods, drought, storms, heat)?
Who is affected?
What changed in their daily routine?
How do they feel?

STEP 2 — Students write their story: How climate change affects me / my family / my community.

Task instructions for students (in Canva):
Create one-page story (poster / A4 / presentation slide/comic).
Write the story in 3 parts:
Beginning: Where do you live? What was life like before?
Middle: What climate change effects are happening now? (heat, floods, drought, storms)
End: How does this affect relationships/traditions/feelings? What do you hope for the future?

Students must include:
Specific example(s) (e.g., heat waves, floods, water shortages).
Daily life impact (school, work, farming, sports, travel, family routines).
Traditions/relationships impact (celebrations, gatherings, community support).
Feelings (fear, frustration, sadness, worry, hope).

Useful phrases:
“In recent years, I’ve noticed…”
“We used to…, but now…”
“Because of the heat/floods, we can’t…”
“This makes my family/community feel…”
“I worry about…, but I hope…”

STEP 3 — Students present their Canva story (1 minute).

Group members ask 1 short question:
“How did it change your daily routine?”
“How did people in your community react?”

STEP 4 — Students assess one peer’s story using the checklist. 
https://www.canva.com/design/DAG-B4nJ0t4/m6pyffwNlGxgDj0JX2TQfw/view?utm_content=DAG-B4nJ0t4&utm_campaign=designshare&utm_medium=link&utm_source=publishsharelink&mode=preview
Students must also write one positive comment + one suggestion.

Climate Change Storytelling

sustainability

Valerija Stipetić

Jasminka Bosanac

Materijal je namijenjen učiteljima Engleskog jezika osnovnih škola i sadrži pripremu za dva nastavna sata u 7. razredu za obradu, uvježbavanje i ponavljanje vokabulara vezanog uz zabavu, oblike zabave i uspoređivanje načina zabave nekada i danas. Sadrži tekst za jezične vježbe čitanja, govorenja i pisanja uz primjenu glagolskih vremena Present Simple, Past Simple i izraza ''used to''.

Nastavnička priprema

Let me entertain you (Past Simple vs. Present Simple; used to)

present-simple-vs-pa

Sanja Jelaković Kühner

1) Odabrati idiom (na engleskom / njemačkom / talijanskom – prema dogovoru u timu). - pdf u prilogu (prijedlog)
2) Promisliti i proučiti:  “literal version” – doslovno shvaćanje idioma (smiješna situacija / nesporazum).
3) U zadnjem kadru/posljednjem frame-u otkriti pravo značenje idioma.
4) Sve prikazati kao kratku animaciju u Canvi: (likovi i tekst se pojavljuju kroz frameove / stranice).
5) Rad u zajedničkom Canva linku: svi učenici rade u istoj zajedničkoj prezentaciji (jedan link za cijeli razred); svaki učenik/par dobiva svoj slide/strip (npr. 1–4 stranice) i uređuje samo svoj dio.
Predložak: https://www.canva.com/design/DAGzsT4gXAE/nHjB8DsgDdxmO4c5m3NEuQ/view?utm_content=DAGzsT4gXAE&utm_campaign=designshare&utm_medium=link&utm_source=publishsharelink&mode=preview
Primjer višejezičnog zajedničkog rezultata rada: https://www.canva.com/design/DAGztPV4aug/dN2EMg3QwlXohHK1k9J-bw/watch?utm_content=DAGztPV4aug&utm_campaign=designshare&utm_medium=link2&utm_source=uniquelinks&utlId=h3e5afebdb6
6) Peer feedback:
Nakon izrade, svaki učenik daje povratnu informaciju za radove drugih učenika.

Engleski jezik

Engleski jezik

CHRISTMAS TABOO GAME

Binomials

Idioms and proverbs

Climate Action in Transport: Understanding Causes and Solutions

My School/Town Chatbot

Holiday Season Sustainability Myth Activity

Climate Change Storytelling

Holiday Season Sustainability Myth Activity

Let me entertain you (Past Simple vs. Present Simple; used to)

EN: Idiom Twist! DE: Redewendungs-Twist! IT: Twist dei modi di dire!