Hrvatska akademska i istraživačka mreža - CARNET

Znanstveni upitnik

Znanstvena

Metodički upitnik

Metodička

Stručni upitnik

Stručna

Tehnički upitnik

Tehnička

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

Climate Action in Transport: Understanding Causes and Solutions

Climate Action in Transport: Understanding Causes and Solutions

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