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The inclusion of pupils with special needs into the mainstream school system is one of the key developments in the Czech school system. However, the evident unpreparedness of teachers for this situation represents a fundamental threat to the realisation of this aim. It is especially apparent in certain subjects where no specific field support for the realisation of inclusion in ordinary school reality exists. Czech language instruction is no exception in this respect. The paper analyses teachers’ needs in connection with teaching pupils with special educational needs, with special respect to the didactic reconstruction of content. It appears that in the case of traditional language teaching it is even more difficult as there is a need not only to alter the way content is didactically transformed, but also for the selection of content as such. The text demonstrates that these needs cannot be saturated by educational interventions that are developed in isolation in the field of special education, but must be developed directly in the field of the didactics of the Czech language. This is the only way of securing the expert adequacy of these interventions. [ABSTRACT FROM AUTHOR]

Global climate change is an important and topical issue that the public, and especially the younger generation, should be well acquainted with. However, relatively little attention is paid to this issue in the currently valid biology textbooks and in the Framework Educational Programme (FEP) for Czech grammar schools. It is not beneficial to pass on knowledge about this issue to students only in the form of bare facts that would have to be memorized. On the contrary, it is desirable that pupils themselves actively acquire information on the issue, think about it critically and understand it. Therefore, the aim of this paper is to follow up on the article "Water and Plant Stress" published in issue number 4/2019 of this journal in order to elaborate the given topic in a didactic manner, in the form of nineteen active learning tasks intended primarily for pupils at upper secondary schools. Pupils have to draw upon information from introductory texts, graphs, tables or pictures to solve them correctly and critically think about them and to some extent can apply previously acquired knowledge and experience. Such acquired knowledge can then be applied more convincingly not only at school but also outside of it. The author's solutions are attached to the tasks. The proposed tasks were selected from a set of 30 tasks elaborated on the given topic, which were tentatively tested during pedagogical practice at a grammar school. [ABSTRACT FROM AUTHOR]