YOU COMLETE ME – Teacher Book

ZŠ a MŠ Ostrava-Zábřeh, Czech Republic

Ekonomska skola, Sibenik, Croatia

„Hristo Botev“ Low Secondary school,

Rakovski, Bulgaria

1

Contents

The name of the lesson: OLD PEOPLE THROUGH THE EYES OF YOUTH ................................................. 2

The name of the lesson: HANDS CAN TALK AND EYES CAN LISTEN ....................................................... 7

The name of the lesson: CHECKING OUT OCCUPATIONS ..................................................................... 12

The name of the lesson: CHECKING OUT OCCUPATIONS – CATERING ................................................ 15

CHECKING OUT OCCUPATIONS – PUBLIC CATERING: Lesson 1 ......................................................... 16

CHECKING OUT OCCUPATIONS – PUBLIC CATERING: Lesson 2 ......................................................... 17

The name of the lesson: MIND MAKES THE WORLD POSITIVE OR NEGATIVE ...................................... 18

The name of the lesson: WEDDING RITUALS BRING HAPPINESS TO MARRIAGE TO CZECHS ............... 21

The name of the lesson: MEN CAN BE GOOD MOTHERS ..................................................................... 26

MEN CAN BE GOOD MOTHERS – lesson 1: Worksheet ..................................................................... 27

MEN CAN BE GOOD MOTHERS – lesson 2: Activity “Cook semolina” ............................................... 28

MEN CAN BE GOOD MOTHERS – lesson 3: Activity “Feed the baby” ............................................... 29

MEN CAN BE GOOD MOTHERS – lesson 4: Activity “Sale in a supermarket” ................................... 30

MEN CAN BE GOOD MOTHERS – lesson 5: Activity “Bath the baby” ................................................ 31

The name of the lesson: WE ARE ALL AMBASSADORS OF OUR CULTURE .......................................... 32

2

The name of the lesson: OLD PEOPLE THROUGH THE EYES OF YOUTH

Topic: Opinions and prejudices of young people about old people

Target age: 12+

Duration: 2 lessons

Objectives:

Old people around young people and their relationships

Prejudices, worries and stereotypes of young people about old age

Using art for expressing ideas

Lesson plan:

1) Motivation

Ask pupils what they think about their grandparents and how often they see each other. Then talk

about drawings.

2) Activity

Pupil will work individually. When they finish, make small groups of 4 – 5 pupils. Then each group will

tell the others which statement got most points. Finally talk about statements which got least points.

Let the pupils explain their decisions.

3) Homework - questionnaire

Pupils can also draw a picture or write an essay at home, you can make a display of drawings or

publish essays in school magazine.

4) LESSON TWO

Ask pupils to fill questionnaires and compare their answers.

5) Follow up

Ask pupils to read tale “The Old Grandfather and His Grandson“ by Grimm brothers

http://www.pitt.edu/~dash/grimm078.html

Ask them how this old tale can be applied into today’s´ world and the possibly their own family.

3

OLD PEOPLE THROUGH THE EYES OF YOUTH

1) We asked 260 pupils from our school to draw their ideas about old age. Most of them drew their

Grandma and Grandpa. Here you can see the most interesting pictures. What do 6 year old Andrew

and 15 year old Daniel think about old age?

2) Next we asked pupils to write what they think about old people. Most of them wrote about their

good and bad experience, some wrote fairy-tales, fiction or rhymes. Class 9B wrote essays and later

they tried to write fiction. Here you can read often used statements. What do you think? Write 3 if

you 100% agree and 0 if you absolutely disagree. Compare your opinion with your friends.

statement opinion

1) To be a pensioner and old is not easy.

2) Old people are criticizing others and everything.

3) Teenagers do not respect old people and are rude.

4) Old people do not like teenagers and do not respect them.

5) Old people are nice and ready to help to little children.

6) Old people are ill.

7) Old people do not have a lot of money.

8) Old people do not throw things away.

9) Old people love their grandchildren.

10) Old people are patient.

11) Old people often buy cheap things on sales.

12) Old people have a boring life; they sit at home and watch TV or read newspaper.

13) Old people do not understand young generation and modern things.

14) Teenagers do not let older people to sit in public transport.

15) Old people make young people to let them sit and they forger to say “please”.

16) Old people are active, have temporary jobs, visit theatre, hike and have hobbies.

17) Young people help the others, for example to carry heavy bags or to clean.

18) Old people do not care of hygiene.

19) Young generation must be patient with the old ones, one day we will be old too.

20) Respect and love your parents and grandparents, old people die and then it is late.

3) Prepare a questionnaire about old age, work in a small group. You can also try to draw a picture or

write essay or a fiction about old age.

Grandpa

is first!

I am

tired.

4

And here is the best fiction written by Daniel from our class. Daniel is a quiet boy who can draw

well but struggles in all other subjects. And he has won both our competitions. Congratulation!

Resumé: A story about an old rag. Once upon a time there was an old sad rag which longed to be

loved. One day a little dog found this rag and took it home. The dog lived with a small boy called

Tom. Tom took the rag and washed it because it was very dirty. The other day the rag woke up on

Tom´s bed. Tom had many new modern toys but he played with the rag for hours. The rag was very

happy. It used to live in a pub and work very hard. The owner never washed the rag and nobody

loved it because it was smelly too. After a short time the owner threw the rag away. And how do I

know this story? Maybe I am the little dog who found the rag.

Hadr, který měl štěstí

Byl jednou jeden starý a křehký Hadr, který byl moc smutný a přál si, aby ho někdo měl rád. Jednoho dne ho

našel malý pejsek a odnesl domů. Malý chlapec u dveří viděl, že pejsek má v tlamě Hadr a hned mu ho vzal. Hadr

byl špinavý, tak ho šel hned vyprat. Hadr v umyvadle zaslechl chlapcovo jméno, když na něj rodiče volali, aby šel

dolů povečeřet. Ale chlapec Tom nejdříve smyl špínu s Hadru a pověsil ho na sušák, kde si mohl Hadr odpočinout

po těžkém dnu. Hadr si pomyslel, že pejska vlastní slušná rodina, která má jedno malé dítě.

Když se druhý den Hadr vzbudil, ležel na Tomově posteli. Nejdříve se porozhlédl po pokoji a viděl plno jiných,

lepších, nových a dražších věcí, se kterými by si mohl Tom hrát. Hadr nechápal, proč by takový starý a bezcenný

hadr mohl někoho jako je Tom vůbec zajímat. Tom po snídani šel honem nahoru do svého pokoje, aby si mohl

hrát s Hadrem. Tom si s Hadrem hrál celý den a noc. A místo toho, aby si malý Tom hrál s těmi lepšími a

dražšími hračkami, tak si hrál raději s malým Hadrem.

Hadr na takové zacházení nebyl zvyklý, protože když si Hadr jednoho dne koupil zlý pán z baru U Dvou Kuřat, tak

hned věděl, že práce v baru nebude vůbec jednoduchá. Každý si na ten hadr jen stěžoval, že je hnusný, špinavý a

smradlavý. Ale nebylo by to tak, kdyby ho občas někdo trochu vypral. Po několika dnech si na Hadr stěžoval i

jeho samotný majitel, a hned bez váhání Hadr vyhodil na cestu, kde ho našel Tomův pejsek.

A na závěr vám jen řeknu, že ten malý Hadr žil

u Toma ještě dalších pár let.

A chcete vědět, jak tohle všechno vím?

No řekněme, že jsem ten malý Hadr k Tomovi

domů přinesl já.

5

QUESTIONNAIRE: THE OLD THROUGH THE EYES OF YOUTH

1) How do adult people behave to the old people?

a) Respect them

b) Don’t respect them

c) Understand them

2) What do adult people think about the old people?

a) Old people are clever and experienced

b) Old people are not clever

c) Old people are a burden

3) What do the old people like to do?

a) They prefer cooking, gardening or looking after grandchildren

b) They prefer touristic, concerts, playing some board or card games, visiting friends

c) They like to sleep, watch TV or solve crosswords

4) What do you do when other people criticize old people?

a) You get angry and go away

b) You just listen and say nothing but you disagree

c) You join the others and tell more stories

5) When old people speak

a) Other people agree with them

b) Other people disagree with them

c) Other people do not care

6) The grandchildren think that their grandparents are

a) Boring

b) Full of fun

c) OK

7) Other people think that old people’s life is

a) Difficult

b) Boring

c) Fun

8) Old people want to change their past

a) Always

b) Sometimes

c) Never

Let´s make a questionnaire.

What do people think about

the old age?

I would love to do

things differently.

There is

nothing to

change. Maybe

some

parts.

6

LESSON PREPARED BY CZECH PUPILS WAS TAUGHT IN BULGARIA

FEEDBACK:

Kids found the lesson very interesting and it provoked a lot of discussion about the differences in the world

through the eyes of the different generations. My kids suggested that we can include in the lesson the brothers

Grimm‘s tale The Old Grandfather and His Grandson, maybe for home reading or as a motivation activity.

7

The name of the lesson: HANDS CAN TALK AND EYES CAN LISTEN

Topic: We all have problems to communicate and understand

Target age: 12+

Duration: 1 lesson

Objectives:

Handicap makes communication difficult

All people need to communicate and be understood

Creative ways of communication

Lesson plan:

1) Motivation

Ask pupils what the title of the lesson can mean. Do they know handicapped people? What kind of

handicaps can they name?

2) Activity

Pupils will match the pictures with the description. Then talk about problems they can have with

communication and how pupils can help.

Solution: 1c, 2f, 3b, 4d, 5h, 6a, 7g, 8e.

3) Game “Problem with communication”

Discuss the quotation. Then make pairs. One pair will come to the blackboard, the others will watch.

Give a card with instruction to pupil A. Pupil A will sit on a chair and pretend that he/ she can´t speak

and will use hands for communication with pupil B. Pupil B tries to guess the instruction. He/ she can

talk and ask questions. The game is over when pupil B fulfills the task, for example opens the door.

Then another pair comes. If pupil A or B is struggling, teacher can ask if somebody else wants to help.

The aim is to get over the communication problem not to say the instructions as fast as possible.

Instructions (feel free to come with other instructions)

Open the door. Open the window.

Close the door. Close the window.

Give me a pen. Tell me your name.

I am thirsty. Give me something to drink. I am hungry. Give me something to eat.

Scratch my back. I need to phone my parents. Give me a phone.

4) Role play “Handicaps” – instructions are in the worksheet.

5) Final assessment

Talk with pupils how they felt in different role plays. Ask in which situations people can have similar

problems with communication and how they can solve it.

8

HANDS CAN TALK AND EYES CAN LISTEN

1) Look at the pictures and match them with the descriptions

a) I am wearing modern sunglasses. I can´t see anything. I am blind.

b) I want to play football but I can´t walk. I am lame.

c) I want to be famous and loved by people. Although I can´t dance well.

d) I want to live in another country. But I am not allowed to.

e) I can´t stand up. People think that I am drunk.

f) People laugh at me. I want to have friends too.

g) I am a woman who works and have children.

h) I use my hands for talking and eyes for listening. I am deaf-mute.

2) ‘‘The only obstacle for communication is our prejudice, not handicap! ‘‘

Make pairs. Then your teacher will explain you a role-play game “Problem with communication”.

1) 2) 3)

4) 5)

6) 7) 8)

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3) Role-play game “Handicaps”

In this game you will experience what it would be like to have a certain disability or impairment. Each

person will take a card with an instruction. Some of you will be blindfolded to experience the loss of

sight, some will have hands or legs bound to prevent you from moving easily, and some will have

earphones to experience what it is like to be deaf. The “healthy” ones will get a task which they must

fulfil together with a disabled partner.

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Mini Assessment - please answer the questions:

1) What was your role in the game? (handicapped/ healthy person) ……………….........................

2) How did you feel? Why? ...........................................................................................................

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

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

3) Is there any situation or place that you feel like a handicapped person? If yes, explain why?

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

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

As a handicapped

person I felt upset and

angry. My friend did

not understand me.

As a healthy person I felt

confused. I didn’t know

what they expect from me.

At last I understood it and I

thought it was easy.

As a healthy person I felt

helpless and scared. The

waving with hands

confused me.

People at disco or in a

factory can´t hear

each other. And

foreigners do not

understand us.

11

LESSON PREPARED BY CZECH PUPILS WAS TAUGHT IN BULGARIA

FEEDBACK:

the most exciting lesson, they really enjoyed the game. We modified it a little. Each person drew a card

with an instruction that was meant to simulate what it would be like to have a certain disability or

impairment. Some students were blindfolded to experience loss of sight, some had their hands or legs

bound to prevent them from moving easily, some had earphones to experience what it is to be deaf. The

“healthy” ones got a task to fulfil together with their disabled partner. Then the kids did the mini

assessment task as it was in the lesson. A great lesson!

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The name of the lesson: CHECKING OUT OCCUPATIONS

Topic: Understanding different aspects for choosing future occupation

Target age: Students between 12-18 ages

Duration: 1 lesson

Objectives:

Visit different secondary schools or factories

Learn more by trying what different occupations are about

Think about different aspects for choosing future career

Lesson plan:

1) Motivation

Ask pupils who was Valentina Těreškovová. She was the first woman in space in 1963. It was only two

years after the first men Jurij Gagarin. They were from Russia.

2) Activity

Pupils will match the pictures with the description. Then they will talk about reasons why they would

choose or not choose different jobs for themselves, for girls, for boys. Finally they will add

appropriate adjective to each occupation and explain their decision.

Solution: 1 Constructor, 2 Decorator, 3 Bartender, 4 Calligraphy, 5 Graphic artist, 6 Plumber,

7 Masseur, 8 Floor-and-wall tiller, 9 Shop-assistant, 10 Train control, 11 Carpenter, 12 Pilot,

13 Painter, 14 Car mechanic, 15 Fashion-designer

3) Game

Pupils will choose one of the occupations and act it out. The others will guess it. Then they will act

out occupations which they would like to be one day.

13

CHECKING OUT OCCUPATIONS

1) Who was Valentina Těreškovová?

2) Match the pictures with the occupations from the box.

Bartender Calligraphy Car mechanic Carpenter Constructor Decorator

Fashion-designer Floor-and-wall tiller Graphic artist Masseur Painter Pilot

Plumber Shop-assistant Train control

3) Which occupations from the list would you like to do the most and why?

a) …………………………………………………………………………………………………………………………………………………………

b) …………………………………………………………………………………………………………………………………………………………

4) Which occupations from the list would you like to do the least and why?

a) …………………………………………………………………………………………………………………………………………………………

b) …………………………………………………………………………………………………………………………………………………………

5) Which occupation from the list is the most suitable for boys/ girls? Explain why.

a) …………………………………………………………………………………………………………………………………………………………

b) …………………………………………………………………………………………………………………………………………………………

6) Which occupation from the list is the least suitable for boys/ girls? Explain why.

a) …………………………………………………………………………………………………………………………………………………………

b) …………………………………………………………………………………………………………………………………………………………

7) Try to describe each occupation. Choose appropriate adjective from the list

intelligent clever talented hard-working initiative capable

skillful experienced calm gifted moody gloomy

optimist pessimist compromiser persistent timid accurate

suspicious fast strong tough sensitive reserved

benevolent efficient active reliable amiable good natured

nice generous courageous kind wise broad-minded

14

sid

1 2 3

4 5 6

9 8 7

10

14 13

12 11

15

15

The name of the lesson: CHECKING OUT OCCUPATIONS – CATERING

Topic: Skills necessary for certain occupations

Target age: 12+

Duration: 2 lessons

Objectives:

Pupils learn about skills necessary for a certain job

Learning about creative sides of public catering jobs

Lesson plan:

1)Lesson 1: Motivation

Ask pupils if they like to eat in restaurants. Ask them to list all professions which can work in a

restaurant or a hotel. Would they like to do one of them?

2) Activity “Waitress ´race”

You need to prepare: 2 glasses, 6 cups, 2 trays

Divide pupils into two teams. Explain that the task will be to get from the start to the end without

spilling water and as soon as possible. There can be obstacles such as walking around a table, under a

stick or over a stick etc. First task will be to walk with a glass filled with water. Next task will be to

carry a cup filled with water. The last task will be to walk with three filled glasses or cups on the tray.

3) Activity “Decorate a cake”

You need to prepare: a paper with a circle for each pupil, a small plastic bag with one corner cut off,

cream, decorations made of paper or marzipan, a card with the task

Give each pupil the paper with circle, the plastic bag filled with cream, and for a group provide

supplies of small decorations. Pupils will choose a card with the task and decorate the circle as a cake

for the chosen event. Some pupils may be part of the jury instead of decorating. Each pupil should

present the final outcome to the others. At least two pupils should work on the same topic so that it

will be possible to compare different approaches. Variation: other pupils guess the event

List of the events: a 6 birthday cake, a 18 birthday cake, wedding, graduation school, famous festival

4) Lesson 2: Activity “Cuisine diversity”

Invite a guest from other country or ethnic group. If it is not possible, find a recipe on the Internet.

Prepare the required ingredients and cook the meal. Then ask pupils to write down the recipe and

prepare presentation of the lesson. We have invited our Comenius assistant Elif and cooked meal

Kisir and in the other lesson we made Turkish coffee. Finally, Elif prepared dessert Halva for our class.

16

CHECKING OUT OCCUPATIONS – PUBLIC CATERING: Lesson 1

1) Do you like to eat in restaurants? Make a list of professions which can work in a restaurant:

………………………………………………………………………………………………………………………………………………………….

Which of them would you like to do? Why? If you haven´t chosen one, give the reasons why.

………………………………………………………………………………………………………………………………………………..………

………………………………………………………………………………………………………………………………………………..………

2) Waitress race

Divide into two teams. Get from the start to the end without spilling water and as soon as possible.

There can be obstacles such as walking around a table, under a stick or over a stick etc. First task will

be to walk with a glass filled with water. Next task will be to carry a cup filled with water. The last

task will be to walk with three filled glasses or cups on the tray.

3) Decorate a cake

Choose a card with the task and decorate the circle as a cake for the chosen event. Some pupils may

be part of the jury instead of decorating. Present your decorated “cake” to the others. At least two

pupils should work on the same topic in order to compare different approaches.

Variation: other pupils can guess what the event is.

17

CHECKING OUT OCCUPATIONS – PUBLIC CATERING: Lesson 2 Cuisine diversity

Invite a guest from other country or ethnic group. If it is not possible, find a recipe on the Internet.

Prepare the required ingredients and cook the meal. Prepare presentation of the lesson.

We have invited our Comenius assistant Elif and cooked meal Kisir and the other lesson we made

Turkish coffee. Finally, Elif prepared dessert Halva for our class.

1) Kisir

Ingredients:

One cup of bulgur wheat, large grain

60 ml olive oil

3 tomatoes, a lettuce, a cucumber

1 onion, diced

1-2 tbsp tomato paste

1 lemon juice

1/2 tsp salt

1 tbsp cumin

First put the bulgur in a large bowl and pour two cups of hot water on it (it should stay like this for 5

minutes). Then peel the cucumber and cut into pieces. Peel and cut the tomatoes. Cut the lettuce.

Dice the onion. In a medium sized pot, place the onion and olive oil. Cook until the onions turn light

brown. Add the salt, tomato paste, lemon juice, and cumin. Then wash and drain the bulgur, and mix

it into the pot with a wooden spoon. Cook for about 10 minutes on medium-low heat. Afterwards,

cover the lid and set aside for it to cool down. When it's cold, add in the diced tomatoes, cucumber

and lettuce. Mix and serve. Kisir is best served cold.

2) Turkish coffee

Ingredients:

1 cup water

1 tea spoon

of extra finely

ground coffee

(powder)

1 tea spoon of

sugar optional

Put one tea spoon (with a hill) of coffee into džezve for each person. Add one tea spoon of sugar for

each person. Then pour cold water and mix. Then heat the mixture, do not mix it. When foam

appears, take the džezve aside and collect the foam into the cups. Then put back and wait until the

coffee boils. Pour into cups, do not mix, or the foam will disappear, and serve. Cream or milk is never

added to Turkish coffee. Turkish coffee must always be served with foam on top.

18

The name of the lesson:

MIND MAKES THE WORLD POSITIVE OR NEGATIVE

Topic: We have different expectations and experience and it influences how we see the world

Target age: 12+

Duration: 1 lesson

Objectives:

Different expectations, culture, stereotypes and experience influence our mind

Many situations are neutral, it is our decision to live in a negative or positive world

Communication helps to understand others

Lesson plan:

1) Motivation

All photos are from one country. Which one? It is from the Czech Republic. There is Astronomical

clock and Old town hall in photo 2, Prague castle and Charles Bridge in photo 3. Ask pupils what they

know about this country. Have anybody been there? Do they want to visit it?

2) Task

Pupils will look at each photo and decide whether it is a negative or positive picture. Then they will

explain their decision to their friends. Try to find both sides for each photo. There is no good or

wrong answer. Look at the example:

3) Activity

Pupils will make a list of positive and negative things from their lives and then play charade. One

group will the description and make a “live” picture. The others will try to guess it.

4) Homework

Pupils can make their set of pictures with positive and negative explanations. Maybe they can think

how to change the negative reality into something positive. They should think about their lives.

Positive answers Negative answers

Young people can travel. Trains are cheap. They are homeless.

We take care of historical buildings. There are too many tourists. It doesn´t work.

The weather is nice. People are free to play. The bridge is crowded. There are beggars.

People have money to go shopping. It is cold but no snow. I don´t like Christmas.

It is a nice model of a primeval rhino. People spend too much time in shopping centre.

We will learn a new sport. Volleyball is difficult. Our gym is old and small.

The children enjoy the rest on the bench. The children are bored and tired.

This wall is not grey. Graffiti is not art.

Canoeing is fun. People can drown. It is dangerous.

19

MIND MAKES THE WORLD POSITIVE OR NEGATIVE

1) Look at the pictures. Where are they from? Have you been there? Would you like to visit it?

2) Look carefully at each photo and decide if it is a positive or a negative picture. Explain your answer

to your friends.

3) Now it is your turn. Work in small groups. Write a list of situations which are positive or negative in

your life. Then choose one situation and prepare it as a “live” picture. The others will guess what it is.

Is your picture on their list too? Why did you choose it? Would you like to change that situation?

4) Think about your life and try to make a collection of photos which are typical for you.

1) 2) 3)

4) 5) 6)

7) 8) 9)

20

I would like to travel

but I have to go to

school every day.

As I have many friends

at school. We have a

large mirror at our

toilets. Everybody

takes photos there

This is my school. I do not like

school, especially Maths. But I like

History. And I want to have a

good job. Going to school is

important for getting a job.

Cars park in front of our school. It

is dangerous, especially in the

morning. And they destroy the

pavement. They smell. We can

damage them when we play.

Our school is good

and parents bring

children from distant

places. They can

afford to buy a car.

There is a new bus stop in front of our school. Some

children stopped walking and take this bus. It saves

only 500 metres and comes once in an hour.

21

The name of the lesson:

WEDDING RITUALS BRING HAPPINESS TO MARRIAGE TO CZECHS

Topic: Wedding rituals connects the past with the future

Target age: 12+

Duration: 1 lesson

Objectives:

People in love forget to talk about important things

Wedding rituals help to connect diverse families and cultures

Virtues necessary for a happy marriage

Lesson plan:

1) Motivation

Ask pupils to name important events in a human life (wedding, burial, birth of a child, birthday party,

graduating from school, first school day, first job, first house, etc.)

2) Activity

Pupils will match the pictures with the description. Then they will put wedding rituals into a

chronological order. They can add other rituals.

Solution: The description of the photo you will find in the table 1d, 2h, 3f, 4c, 5g, 6j

3) Games and traditional wedding dance

Pupils will make pairs. One will be a bride, the other a groom. They will try some rituals. First they

will write test how well they know each other. The best couples can try to eat from one plate and to

sweep the broken plate. You can also throw the bunch a flower or try the first dance. On wedding

receptions are played games such as who will be the last to sit on a chair or dance with a broom.

Finally we danced traditional Turkish wedding dance because it is easy and we have Turkish assistant.

4) Final assessment

Ask pupils to write a wedding promise. What do they expect from their partner?

a) A groom mustn´t see the bride in her wedding dress before the wedding day.

b) A bride must put on something blue, old, new and borrowed.

c) Mother brings the groom to the altar; Father brings the bride to the altar.

d) Wedding guests throw rice on the couple as a symbol of raining happiness.

e) Friends put a horse shoe around the groom´s ankle. The bride must pay for the keys.

f) Newly married couple must sweep a broken plate together, quests are kicking it away.

g) The couple eats soup from one plate with one spoon. The groom feeds his wife.

h) The groom has the first dance with the bride.

i) A bride can be kidnapped during the wedding reception.

j) Taking away the bridal wreath and tying the headscarf which is a symbol of a married woman.

22

WEDDING RITUALS BRING HAPPINESS TO MARRIAGE

1) What are the most important events in a human life? (wedding, graduating from school, etc.)

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

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

2) Match the photos with the best description.

3) Put wedding rituals from the table into a chronological order. Can you add other rituals?

Newly married couple must sweep a broken plate together, quests are kicking it away.

Friends put a horse shoe around the groom´s ankle. The bride must pay for the keys.

A bride can be kidnapped during the wedding reception.

Taking away the bridal wreath and tying the headscarf which is a symbol of a married woman.

A groom mustn´t see the bride in her wedding dress before the wedding day.

Mother brings the groom to the altar; Father brings the bride to the altar.

Wedding guests throw rice on the couple as a symbol of raining happiness.

The couple eats soup from one plate with one spoon. The groom feeds his wife.

The groom has the first dance with the bride.

A bride must put on something blue, old, new and borrowed.

1) 2) 3)

4) 5) 6)

23

4) When people want to get married they are asked if they know their partner´s health. And they

should also think about other things because marital status brings legal responsibility for the couple.

Make pairs and pretend that your partner is somebody you are going to marry.

Now you have 2 minutes to talk with your ideas about the future.

Then your teacher will give you test.

Fill in the test. Of course, you must not speak to your partner during working on the test.

Then compare your answers with your partner. How many times do you have the same answer?

Were you prepared well for the test or did you speak about other things?

5) Try to play favourite games from wedding receptions.

Put chairs into a circle. People will stand around the chairs. Play the music and everybody must walk

in a circle around the chairs. After a while, stop the music. Everybody must sit on one chair. People

who are to slow and no chair is left for them are out. The take away a chair and start the music. At

the end there are one chair and two people walking around.

6) You can try other activities, such as throwing the bunch of flower, sweeping the floor or eating

soup with one spoon.

7) Learn a traditional wedding dance.

We learned Turkish wedding dance because it is much easier

than Czech dances. And we also have a Turkish Comenius

Assistant in our class. Check YouTube.

8) Another activity:

Bride, groom and witnesses sign the wedding document after the ceremony. Tie a marker and strings

to a stick. Then try to write a word on a piece of paper. You must not touch the stick. Pull the strings.

24

Test: LIFE AFTER MARRIAGE

1) Where will you live? a) in a town b) in the countryside c) in a foreign country

2) You will a dog: a) Yes b) No c) Maybe

3) How many children will you have? a) 0 b) 1 c) 2 d) 3 and more

4) Are you tolerant to smokers? a) no smoking at home b) smoking at home is OK

5) How will you take care of money? a) one account together b) separate accounts

6) Taking care of children: a) mostly wife b) the same c) mostly husband

7) Family holidays should be spent: a) in the mountains b) at the sea c) at home

8) Free time a couple should spend: a) together b) everybody with his/ her friends

9) Taking care of household: a) most work done by wife b) husband should do at least 50%

10) What is more important: a) Husband spends a lot of time at work to make money

b) Wife spends a lot of time at work to make money

c) To have less money but spend more time with family

Now compare your answers with your partner. How many times did you have the same answer?

1 2 3 4 5 6 7 8 9 10

You

Partner

Points

25

My husband will help

at home and with

children. He will often

show me his love and

respect.

I do not want to get

married very young. I

want to study and

travel. I want to be

independent.

We will have two children

and two dogs. I will take

care of my husband even if

he is old or ill.

I do not want to get

married very young. I

want to study and

travel. I want to be

independent.

After wedding bride,

groom and two

witnesses must sign

the documents. This is

how we did it.

26

The name of the lesson: MEN CAN BE GOOD MOTHERS

Topic: Men are able to take care of little children

Target age: 12+

Duration: 5 lessons

Objectives:

Men and women´s role in a family

Most common prejudices and stereotypes

What makes a good parent

Trying some parent´s tasks

Lesson 1 plan:

1) Motivation

Ask pupils what the title of the lesson can mean. Do they agree with the statement? Why? How many

girls and how many boys agree?

2) Discussion

Divide pupils into groups of 4-5 pupils. Hand out worksheet for the survey “Men can be good

mothers”. Pupils will write their answers and then they will talk about it in the small groups. Then ask

the group leaders to share the ideas with the whole class.

3) Survey

Find out who how many pupils agree with the statement and compare with the number from the

beginning of the lesson? Who has changed his/ her opinion? (boy/ girl) Why they changed opinions?

4) Follow up

If you collect the worksheets, you or the pupils can also make graphs and then talk about them with

in another lesson.

Lesson 2, 3, 4, 5 plans:

Pupils will try model situations in taking care of children. Activities are described in the worksheets.

You need to prepare:

Activity “Cook semolina”: semolina, 1 litre of milk, 3 glasses, a scale, 3 spoons, a pot, worksheets

Pupils will decide how semolina flour they need and measure it. They need 100 grams for 1 litre.

Activity “Feed the baby”: protection for clothes, yoghurts, teaspoons, scarfs; solution of task: 2b

Activity “Sale in a supermarket”: shopping lists, boxes and packets from food which is on the list

Activity “Bath the baby”: a doll, clothes for the doll, a wash basin, a towel, shampoo

27

MEN CAN BE GOOD MOTHERS – lesson 1: Worksheet Circle what applies for you: I am a girl I am a boy

Write down your answers and then talk about them in a small group. Later one member of your

group will share the summary of your opinions with the whole class.

1) Describe a perfect (ideal) parent:

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

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

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

2) Is ideal parent a man or a woman? Explain:

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

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

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

3) What are the strong parts of women in upbringing children?

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

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

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

4) What are the strong parts of men in upbringing children?

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

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

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

5) Any other ideas and comments:

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

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

28

MEN CAN BE GOOD MOTHERS – lesson 2: Activity “Cook semolina” 1) Read the article

Little children do not have teeth and their stomach is not ready to digest most of the meals which

older children can eat. Semolina feeds the baby so well that he/ she is not hungry for a long period.

This is the reason why it makes a perfect dinner; parents can take a long nap and rest. And some

people love semolina even when they grow up. How about you?

To cook semolina is a little bit tricky, the flour changes its consistency and inexperienced people add

too much of it to make the porridge thicker and then suddenly they have a concrete in the pot.

Experienced cooks can make semolina without a recipe. Most of them know how much flour to add

to a certain amount of milk. When they cook in a different condition, such as the size of the pot is

different or the amount of milk is different, they look at the thickness of the consistency and know

whether to add more milk or flour.

Our activity can be carried out in a kitchen, so that you can eat the semolina in the end. Then it is

necessary to plan more time for this lesson.

2) Write down ingredients needed for semolina. Then check with the whole class.

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

3) Divide into small groups. Decide how much flour is needed if you have 1 litre of milk?

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

4) Write the recipe:

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

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

5) How can you measure the amount of semolina flour

for 1 litre of milk?

First discuss the answer in a group. Then your teacher

will choose three groups and ask them to put the

amount of the flour in a glass.

6) Who was closer to the correct answers? Were the

girls better than the boys?

29

MEN CAN BE GOOD MOTHERS – lesson 3: Activity “Feed the baby” 1) Read the article

People must eat, drink and sleep. Little children cannot speak but they

can express what they feel. When hungry, they cry. When happy, they

laugh. And sometimes they reject to eat food. If it happens not very

often, it can be funny. If it happens every day, it causes a problem.

2) Look at the picture. What do you think about it?

a) The child is unhappy and hungry. He is crying.

b) The child is happy and making fun of his mum. He is laughing.

3) Why is it a problem when children do not eat properly? Discuss in small group.

…………………………………………………………………………………………………………………………………………………………..

…………………………………………………………………………………………………………………………………………………………..

4) What can we do to prevent this problem?

…………………………………………………………………………………………………………………………………………………………..

…………………………………………………………………………………………………………………………………………………………..

5) Why mothers usually feed the little child?

a) Mothers are more patient. b) Mothers love the child more than father.

c) Fathers are lazy to do it. d) Fathers are not skillful enough to do it.

e) Mothers spend more time with the baby. f) It is mother´s hobby to take care of the child.

6) Activity “Feed the baby”

Divide into two groups – boys and girls. Each group will send 2

representatives. One of them will be the “parent”; the other will be the

“child”. The task is to feed the baby with yoghurt as fast as possible and the

baby should stay clean. To make it more difficult, the parent can´t see. The

baby should wear protection of eyes and clothes. We did not have dummy so

our baby had snorkel. First the “parent” feeds the “baby” from his/ her group.

Next round the representatives will change and they will feed the “baby”

from the other group. Who will be better, boys or girls?

30

MEN CAN BE GOOD MOTHERS – lesson 4: Activity “Sale in a supermarket” 1) Read the article:

Most families with little children must really think how they spend the money. One of the ways how

to save a lot is to buy things which the family really need. But this is not easy as there are many new

products and so many sales.

a) Discuss in small groups how new products can be dangerous for the family budget:

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

b) What is wrong with the sales?

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

c) What can we do to save the money?

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

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

2) Activity “Sale in a supermarket”

Your teacher will prepare various products (real products,

pictures or cards) on the desks. There will be also products

which are not on the list. Some items from the shopping list

will be missing. There is a sale in a supermarket. A sale means

that only a limited number of each product is available.

Make pairs. One pupil will be a parent who goes shopping. The other parent has the shopping list at

home. When everybody is ready, the “supermarket” will open. All pupils who should go shopping will

try to collect things from the shopping list. Then they return home and count how many points they

have. For any item which is not on the shopping list, take one point away. Then change roles.

English shopping list Translation Points

1 l of milk

A loaf of toast bread

A bottle of Coke

One box of chocolate

Oil or fat for frying

Washing powder

2 lemons

Cocoa

Juice

Herbal tea

Mineral water

31

MEN CAN BE GOOD MOTHERS – lesson 5: Activity “Bath the baby” 1) Read the article

Some children do not like bathing but most of them really enjoy it. It is part of everyday routine and

most parents bath their baby in the evening. It is the time when parent who takes care of the child is

tired and the household still requires a lot of work such as cleaning the kitchen after dinner, putting

toys at the shelves, ironing, etc. And the other parent is back from work to help with the baby.

Unfortunately, this parent is tired from the long day at work. Bathing is connected with preparing

water which is not too hot and not too cold, applying lotion and changing dippers, and afterwards

reading a fairy tale. Bathing time can be enjoyable activity or a routine.

2) Who should in your opinion bath the baby? Why?

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

3) Activity “Bath the baby”

Your teacher will prepare everything necessary for bathing a

baby. Probably nobody will borrow a real baby for this activity so

you will have to use a doll. Start with taking off the clothes, add

lotion into water, wash the baby with soap, dry, dress, and put

in a bed. Who can do all this tasks faster, boys or girls?

4) Follow up

Watch a video with a real child. It is nephew of one pupil. Compare with your approach.

5) Assessment:

a) Which task were you good at?

……………………………………………………………………………………………………………………………………………………………

b) Which was the most difficult task? Why?

……………………………………………………………………………………………………………………………………………………………

c) Have you learned anything new? Explain:

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

32

The name of the lesson: WE ARE ALL AMBASSADORS OF OUR CULTURE

Topic: We all travel abroad or meet tourists and learn through interaction

Target age: 12+

Duration: 1 lesson

Objectives:

Sources of information

Importance of understanding cultural diversities

Culture shock

Lesson plan:

1) Motivation

You will need a map. Ask pupils to mark with a sticker all countries which they have visited. Which

country is the most popular? Which is the farthest? What were the reasons for travelling there?

Which country pupils like or dislike? Why?

2) Sources of information

Ask pupils to list sources of information, such as travel guides, the Internet (which websites), friends.

Did they or their parents use them before travelling? What kind of information did they look for?

Was knowledge of Geography and History helpful? How? What kind of information did they miss

when they were abroad? How about the knowledge of languages?

3) Importance of understanding cultural diversities

Prepare an example, story about misunderstanding caused by cultural diversity and share with the

class. Ask pupils to find ways how it could be avoided. Then ask pupils if they have a similar story.

Finally, ask what they know about culture diversities which can cause problems if people do not

know them. Also knowledge of body language is importance. For example, in Bulgaria people nod

their head differently than in the Czech Republic. When Bulgarians nod “YES”, it means “NO” for

Czechs and the vise versa. Ask pupils if they can give more examples.

4) Culture shock

Ask pupils to explain what it means “Culture shock”. When does it happen? What are the reasons?

Then explain that it can happen it the beginning of the stay abroad and sometimes even later. Then

look at the worksheet and comment when your culture is similar to the Turkish, Czech or differs.

How?

5) Final assessment

Ask pupils to prepare a similar worksheet about a country they have visited or they are interested in.

They may also write an essay.

33

WE ARE ALL AMBASSADORS OF OUR CULTURE

1) Over the map:

a) Which countries have you been to? ……………………………………………………………………………………………….

b) What was the purpose of your stay? ……………………………………………………………………………………………….

c) Which of country did you like the best? Why? …………………………………………………………………………………

d) Is there anything you did not like? What was it? In which was it country?

…………………………………………………………………………………………………………………………………………………………….

Take one sticker for each country you have visited and place on the map.

2) Sources of information:

a) List sources of information for traveler: ………………………………………………………………………………………..

…………………………………………………………………………………………………………………………………………………………….

b) Which sources of information did you or your parents used before going abroad?

…………………………………………………………………………………………………………………………………………………………….

c) What kind of information did you look for?

…………………………………………………………………………………………………………………………………………………………….

d) Was knowledge of Geography and History helpful? How?

…………………………………………………………………………………………………………………………………………………………….

e) What kind of information did you miss when you were abroad?

…………………………………………………………………………………………………………………………………………………………….

f) How about the knowledge of languages? How did you communicate? Did you have any problems?

…………………………………………………………………………………………………………………………………………………………….

…………………………………………………………………………………………………………………………………………………………….

3) Importance of understanding cultural diversities

a) Prepare an example, story about misunderstanding caused by cultural diversity and share with the

class. How could you avoid the problem?

b) Also different body language can cause misunderstanding. Can you give an example?

34

DIFFERENCES BETWEEN CZECH AND TURKEY

CZECH TURKEY

Students use

pen in every

grade

Students use

pencil in every

grade, even in

the university.

When students want

to take the floor,

they raise their

index and middle

fingers together.

When students want

to take the floor,

they raise their just

index finger.

In Czech, the best

mark is 1, the worst

is 5.

In Turkey, the best

mark is 5, the worst

is 1.

In Czech,

students go to

school with their

daily clothes.

In Turkey,

students go to

school with

special

uniform.

35

Turkey through the my eyes

Written by Sára Vyvialová from Ostrava, Czech Republic, 14 years

Elif told us many things about her home country. They don´t change their shoes when going to the school. I

have found it rather unhygienic, and so I asked her why. She answered that they can go every break to the

school garden, and that was it, she said that was the reason. However, I said that when it´s hot and sunny in

the summer, we do so as well. It is interesting. I´m more inclined to our ways in that if you ask me, though.

She also said that they wear school uniforms. Another difference and this one has got its ups and downs. For

example, you can´t judge if one is rich or poor through school uniforms. I also think they look more as if they

were united in school uniforms, all the same. However, every individual is a different one and I think that the

downside would be that some may not enjoy the fabric it´s made of, or perhaps the way it´s made. May be

just me though.

She also said that every Friday they have a celebration of sorts, singing their national song. When it comes to

events, they don´t have those we do and vice versa. When we talked about the Easter, Christmas and All

Souls Day, she was actually very interested. We talked about our national things. It was funny how we

pronounced her and she our (no insult meant at all, though!) words. Sadly I hadn´t managed to get to know

more about their celebrations. Oh well, they have national socks and scarf, which I found very interesting,

and also national way in which coffee is served to guests.

Some of the typical Turkish things which Elif has brought to show us:

36

Czech culture through the eyes of Turkish Comenius Assistant Elif Dedebas

I have observed my host country in terms of culture and language aspects very well. Because I had

lived with my mentor at her house during my assistantship. By this way, I believe that I have learned

their culture deeply. I have experienced many interesting things about Czech culture. I couldn't

mention about all of them so that they are too much. I want to talk about some of them.

First of all, Czech people care their traditions and beliefs than I thought. Before coming to Ostrava, I

searched them and I read many things about Czech culture and Czech people. But when I came here,

I met totally different Czech People than I thought. I have been expected that People would be more

distant, unfriendly, cold etc. When it was said ''European person'', these adjectives used to come my

mind before. Now, I realize that I had a big prejudice about European person. On the contrary, they

were very helpful and friendly to me.

They have many traditional festivals. I participated almost all of them. The most important day for

them is of course ''Christmas'', day which they celebrate the birth of Jesus Christ. Czech people have

special Christmas traditions. They start preparations 2 weeks before Christmas. At Christmas night,

all family get together and spend enjoyable time. They give presents one another. They eat special

fish called ''Carp'' and potato salad at Christmas dinner. They don't eat these two meal another days.

There are special events like concert in Christmas time. My mentor invited me one of their religion

concert at Church and I participated. There was a big choir in the church with musical equipments.

They sang a song related about Jesus Christ. I didn't understand the meanings of songs but it looked

like a real rock concert. I was surprised because I was seeing a concert in holy place for the first time.

For my religion, this situation was totally unacceptable but this was very normal, even very holy

event for Christians. They have special meal whose name is ''Gulas''. It is very famous all over Czech

Republic.

Students also talked about their traditional things in our class. They tried to teach me Czech and I

tried to teach them Turkish. Of course, we had difficulty to learn each other language but even trying

was kind. Now, when somebody in the school says to me ‘’Merhaba, nasılsın?’’, it is really worth to

everything. And also, when I try to speak Czech with them, I can feel that this makes them happy.

I didn't have any idea about Czech language before coming to Ostrava. But I was enthusiastic about

learning Czech. After one month later, I started to Czech language course. I learned basic

conversations, words that I need in my daily life. It would be very helpful because Ostrava was not a

touristic city and few people knew English. After I have learned something, I could communicate

with local people easier. Czech language structure was totally different comparing to Turkish. So, I

had difficulty to learn Czech and pronounce some letters. Thanks to my colleagues and students,

they helped me very much during my learning process of Czech. Now, I can understand them even a

little. There are some Czech words which are the same at Turkish such as çay(čaj), ananas, mandalin

(mandalinka).

In Czech, people work in weekdays therefore they wake up very early. Due to this situation, after

19:00 there are few people in the streets. Both woman and man generally work. There is no job

discrimination. For example, I saw many women as public bus driver, tram driver even garbage

collector.

37

Presentation of Turkish cuisine - Kisir

Every culture has special foods, drinks etc. Even they looks different, they have

similarities.

Last week, we made ‘’Kısır’’ with class 9B. Kısır is a traditional Turkish food.

Turks eat kısır especially as a lunch meal.

The main ingredients of Kısır is ‘’bulgur’’ in Turkish language. It is a kind of

wheat type. There is also bulgur in Czech cuisine but they call it ‘’kuskus’’. I was

surprised when I heard it because in Turkey we call ‘’kuskus’’ type of pasta, not

kind of wheat.

Firstly, I explained how to make it and showed ingredients to students. And then

we started to make it together. Students chopped the vegetables for Kısır while

I was preparing Bulgur. Finally we mixed all ingredients inside big bowl. It was

ready to eat. We enjoyed during preparation and also eating Kısır