UNIVERZITA PALACKÉHO V OLOMOUCI
Pedagogická fakulta
Katedra anglického jazyka
RENATA PÁLENÍKOVÁ
V. ročník – prezenční studium
Obor: Učitelství pro 1. stupeň ZŠ a anglický jazyk pro 1. stupeň ZŠ
TEACHING ENGLISH GRAMMAR AT PRIMARY SCHOOLS
Diplomová práce
Vedoucí práce: Mgr. Blanka Babická, Ph.D.
OLOMOUC 2009
Prohlašuji, že jsem diplomovou práci vypracovala samostatně a použila jen
uvedených pramenů a literatury.
V Olomouci 18. 3. 2009
……….………………
vlastnoruční podpis
I am very grateful to my supervisor, Mgr. Blanka Babická, Ph.D. for her kind
guidance, help and valuable advice when working on my diploma thesis.
ABSTRACT
My diploma thesis is focused on teaching English grammar at primary
schools. The aim is to find out whether foreign language teachers have
an adequate qualification for teaching English at the primary level,
which teaching methods predominate in English lessons when presenting
and practising grammatical structures and also if the target language is used
communicatively throughout the teaching. Furthermore, to compare grammar in
different textbooks that are most commonly used when teaching young
learners.
TABLE OF CONTENTS
INTRODUCTION.....................................................................................................................8
I THEORETICAL PART1 CHARACTERISTICS OF YOUNG LEARNERS...........................................................10
1.1 PHYSICAL DEVELOPMENT..........................................................................................10
1.2 COGNITIVE DEVELOPMENT........................................................................................11
1.3 LANGUAGE DEVELOPMENT........................................................................................11
1.4 SOCIAL DEVELOPMENT................................................................................................11
1.5 EMOTIONAL DEVELOPMENT......................................................................................12
2 TEACHING ENGLISH AS A FOREIGN LANGUAGE TO YOUNG LEARNERS.. .13
2.1 THE ROLE OF MOTIVATION.........................................................................................13
2.2 AIMS AND EXPECTATIONS..........................................................................................14
2.3 EXPOSURE TO ENGLISH...............................................................................................14
2.4 TEACHER FACTORS.......................................................................................................15
3 GRAMMAR.........................................................................................................................16
3.1 THE PLACE FOR GRAMMAR........................................................................................16
3.2 ATTITUDES TO GRAMMAR..........................................................................................16
3.2.1 Arguments in favour of teaching grammar..............................................................183.2.2 Arguments against teaching grammar.....................................................................19
3.3 METHODS.........................................................................................................................21
3.4 APPROACHES TO TEACHING GRAMMAR.................................................................22
3.4.1 The inductive approach............................................................................................223.4.2 The deductive approach...........................................................................................24
3.4.2.1 Rule explanation...............................................................................................25
4 ORGANISATION OF GRAMMAR TEACHING...........................................................27
4.1 PRESENTATION...............................................................................................................27
4.1.1 Presenting grammatical items.................................................................................274.1.2 Discovery techniques...............................................................................................28
4.2 ISOLATION AND EXPLANATION................................................................................30
4.3 PRACTICE.........................................................................................................................30
4.3.1 Practice techniques..................................................................................................30
4.4 TESTING............................................................................................................................33
5 TEACHING GRAMMAR TO YOUNG LEARNERS.....................................................35
II PRACTICAL PART6 RESEARCH.........................................................................................................................38
6.1 HYPOTHESES...................................................................................................................38
6.2 DESCRIPTION OF THE RESEARCH..............................................................................39
6.3 DATA PRESENTATION AND EVALUATION..............................................................40
6.4 CONCLUSION...................................................................................................................54
7 ANALYSIS OF COURSEBOOKS USED AT PRIMARY SCHOOLS..........................56
7.1 CHATTERBOX..................................................................................................................56
7.2 CHIT CHAT.......................................................................................................................59
7.3 START WITH CLICK.......................................................................................................63
7.4 PROJECT............................................................................................................................65
CONCLUSION.......................................................................................................................67
BIBLIOGRAPHY...................................................................................................................68
APPENDICES
LIST OF ABBREVIATIONS
RESUME
ANOTACE
INTRODUCTION
According to the recent changes in the curriculum of primary education,
teaching English has been launched since the third grade. These reforms caused
many difficulties. First of all, a shortage of qualified foreign language teachers
at the primary level has arisen. Hence, it is questionable if these teachers have
an adequate knowledge in the target language. For every teacher it is necessary
to be a role model to the children. If teachers lead their lessons in English, only
then they can expect their learners to communicate in the target language.
On the other hand, mastering the foreign language cannot guarantee
that educators have the proper knowledge of methodology.
When gaining theoretical background by reading professional texts,
I was dealing with young learners and their physical, cognitive and language
development as well as social and emotional development. The second part
is about teaching English as a foreign language to young learners. The role
of motivation and exposure to English should not be neglected because they
play a crucial role in pupils learning. Motivated learners acquire the target
language much easier; on top of that, their interest and enthusiasm markedly
increases. Teaching and learning foreign language cannot be realized without
presenting grammar. Many learners consider grammar as stressful and boring.
However, grammar is one part of the foreign language that is necessary
to master to be able to communicate intelligibly. At primary schools, covert
grammar teaching is desirable. It means that young learners should not
be overloaded by grammatical rules. They are at the stage when they are able
to acquire the target language in a natural way, as when acquiring the mother
tongue.
The aim of this diploma thesis is to find out whether the reforms
mentioned above caused any problems in primary schools in Olomouc region.
On the basis of the fact I have defined three hypotheses that were the keystones
for creating a questionnaire. The questionnaire consisted of fourteen questions
and was distributed to several primary schools in Olomouc, Prostějov
and Přerov.
Furthermore, another goal is to analyse different textbooks, which
are used at primary schools, from the grammar point of view. Lastly,
a suggestion, which classbook is the most suitable for young learners,
will be made.
I THEORETICAL PART
1 Characteristics of young learners
“… the most remarkable features of the young mind - its
adventurousness, its generativity, its resourcefulness and its flashes
of flexibility and creativity” (Gardner, 1993, online).
Even though there are many similarities amongst pupils of all ages,
in many ways young children differ from older children. Children have their
own way of thinking, their attitudes, aptitudes, etc. Although they lack
knowledge and experience, they seem to be predisposed to acquiring new
information. When talking about young learners, children are between six
and eleven years old (Plevová, 2006, p 27; Čačka, 2000, p. 103). There
are huge individual differences, including gender; hence I will talk about
an average child. As we know, school makes great demands on pupils, such
as developing motion, attention, memory, intellect, aesthetics, etc (Šimíčková-
Čížková at al., 2008, p. 84). Young learners are usually interested in everything
what is new for them. They are enthusiastic about learning. On the other hand
some difficulties may appear at this stage. They may be caused
by the inadequate child’s precociousness lower intelligence, or by wrong
family and school influence on children. Young learners are generally diligent
and assiduous. They need to feel that their efforts are worthwhile, accordingly
to be praised or encouraged to keep on their hard work (Matějček; Pokorná,
1998, p. 78-93).
1.1 Physical development
The growth of young learners is mostly balanced. According
to Matějček; Pokorná (1998, p. 77), there are not big differences in height
and weight among girls and boys. Some differences may appear later
in connection to sexual maturation. Both gross and fine motor skills continue to
refine. Children become faster, stronger and better coordinated. They like
to exercise, play games and participate in sport activities.
1.2 Cognitive development
Young learners make a noticeable progress in sensory perception.
Children are more attentive and persistent in their efforts although their
attention and concentration span is still relatively short. They can tell
the difference between fact and fiction (Scott; Ytreberg, 1993, p. 3-4).
1.3 Language development
Learners’ vocabulary increases markedly in this stage. They can form
complex and compound sentences and also apply some grammar rules.
Langmeier & Krejčířová (1998, p. 120) state that at the very beginning
of the school attendance children master about 18.000 words whereas an eleven
year old child has acquired 26.000 words. Young learners can carry
on meaningful conversations with other speakers.
1.4 Social development
Integration of children into the society is very important right
at the beginning of the school year. Children learn to form their behaviour
according to other people – teachers, classmates, etc., not only according
to their parents. They learn how to get along with others, how to develop
friendships, as well as to help weaker children, to cooperate but also
to compete with others. Same gender friendships are prevailing and are usually
based on similarities, e.g. the same hobbies, interests. They learn to solve
problems, make evaluations about their work or behaviour, respect and value
opinions of their classmates (Trpišovská, 1998, p. 49).
1.5 Emotional development
In young learners the ability of self-control increases. They can tell
us exactly how they feel – happy, miserable, etc. Children at this age like being
praised and accepted and they are sensitive to their own failures
and shortcomings (Trpišovská, 1998, p. 48).
2 Teaching English as a Foreign Language to young learners
According to the national educational document (Educational
Framework), teaching English is included in the part called Language
and Language communication and is realized from the third grade at primary
schools (RVP, online).
Children in the Czech Republic do not have to learn English to integrate
into the community or to communicate with friends. For many pupils English
language means only another school subject. Because of their young age they
do not see the benefits of learning the foreign language. However, in families
where parents speak several languages, children may have a positive attitude
towards learning new languages. Phillips’ opinion is (1993, p. 7), “the younger
children are, the more holistic learners they will be.” They are not concerned
with words or sentences, they freely respond to the meaning underlying
the language. Young learners enjoy games, songs with actions, TPR activities,
simple repetitive stories and activities that have evident communicative value.
It is known that an enjoyable activity will be memorable, thus the language
will stay in their minds. On top of that, a positive attitude towards learning
English will be developed (Phillips, 1993, p. 7-8).
2.1 The role of motivation
Learning a foreign language requires certain motivation. Pinter (2006,
p. 36-38) presents a study by Marianne Nikolov, who is a Hungarian teacher
and a researcher. She shows how motivation differs at different ages.
The youngest learners want to learn English because they like different
activities and the congenial atmosphere in the class. Some young children
enjoy it because of their teacher, in other words, they like their teacher. Around
the age of 11 to 12, some pupils realise the future need of English.
To sum up, it is very important for teachers to motivate the pupils
in their English classes. If children are motivated, they will actively take part
in all classroom activities and obtain better results (Pinter, 2006, p. 36-38).
2.2 Aims and expectations
There are many reasons why young learners profit from foreign language
learning. Pinter (2006, p. 38) puts emphasis on the following aims:
Developing children’s basic communication abilities in English.
Encouraging enjoyment and motivation.
Promoting learning about other cultures.
Developing children’s cognitive skills.
Developing children’s metalinguistic awareness.
Encouraging ‘learning to learn’.
2.3 Exposure to English
Pinter (2006, p. 38-39) says that being exposed to the language means
being in the contact with the language that pupils are trying to learn. Of course
it is not possible to compare the possibilities that learners studying in a country
where English is spoken have, therefore the most important task for the teacher
is to create a suitable environment in the classroom for children to be exposed
to the language as much as possible. The teachers themselves provide examples
of English. Very important is their English proficiency, to be able to use
the language naturally in the classroom, and confidence in methodology,
to be able to use appropriate activities and tasks. A natural input of video,
cassettes, books, magazines or websites should not be omitted.
She also mentions ‘Croatian project’ in which children started learning English
at the age of six to seven and had five lessons a week. This high intensity
was rewarded with rather high levels of proficiency and excellent
pronunciation and intonation.
To conclude, the frequency of language lessons plays an important role
in children’s success and their better performance in English (Pinter, 2006,
p. 38-39).
2.4 Teacher factors
Primary foreign language teachers are the ones who influence children
in many ways and hence, they need to be trained for this position. Many
countries run primary English teacher training courses, nevertheless, in many
countries there is a shortage of qualified teachers. Being a primary English
teacher requires a good knowledge of curriculum, good knowledge
of the children as well as the language. Knowledge of the curriculum signifies
that teachers can integrate English naturally and effortlessly into the day. Class
teachers usually know the children, their needs and how to work with them.
Lastly, they need to have adequate proficiency in the target language and use
it as much as possible (Pinter, 2006, p. 41).
Scott; Ytreberg (1990, p. 9) say that a teacher of young learners should
be patient, open-minded, professional, adaptable, high principled, etc.
3 Grammar
We can find many definitions of grammar. According to Oxford
Advanced Learner’s dictionary, grammar means, “The rules in a language
for changing the form of words and joining them into sentences” (Hornby,
2000, p. 516). Similarly defines grammar Ur (1988, p. 4), “Grammar may
be roughly defined as the way a language manipulates and combines words
(or bits of words) in order to form longer units of meaning.”
In contrast, “The Longman Dictionary of Contemporary English defines
grammar as ‘The study and practice of the rules by which words change their
forms and are combined into sentences.’ There are two basic elements in this
definition: the rules of grammar; and the study and practice of the rules”
(Harmer, 1991, p. 1).
3.1 The place for grammar
It is a controversial question whether grammar has a place in children’s
foreign language learning. There are many opinions, including L. Cameron,
who states that grammar certainly has a place in children’s foreign language
learning, and that it can be useful if it is taught correctly (Cameron, 2001,
p. 96). Words on their own are not enough if learners want to express a more
complex meaning, if they want to communicate effectively with others.
Scrivener (2003, p. 2) says, “We use grammar to ‘fine-tune’ a meaning,
to make it more precise.”
3.2 Attitudes to grammar
Thornbury (1999, p. 14) mentions what Joseph Webbe wrote in 1622,
“No man can run speedily to the mark of language that is shackled …
with grammar precepts.” He advocated that grammar could be picked
up through communicating: “By exercise of reading, writing, and speaking …
all things belonging to Grammar, will without labour, and whether we will
or no, thrust themselves upon us.” Webbe was a schoolmaster, textbook writer
and one of the earliest educators to question the value of grammar instructions.
Everyone who is involved in language teaching and learning has
an opinion on grammar teaching. Different opinions and attitudes on grammar
teaching resulted in differences between methods, between teachers and also
between learners. Thornbury also points out some recent statements
on the subject (1999, p. 14-15):
“‘There is no doubt that knowledge – implicit or explicit –
of grammatical rules is essential for the mastery of a language.’ (Penny
Ur)
‘A sound knowledge of grammar is essential if pupils are going to use
English creatively.’ (Tom Hutchinson)
‘Grammar is not very important: The majority of languages have a very
complex grammar. English has little grammar and consequently it is not
very important to understand it.’ (From the publicity of a London
language school)
‘Grammar is not the basis of language acquisition and the balance
of linguistic research clearly invalidates any view to the contrary.’
(Michal Lewis)”
From the statements written above it is evident that language teachers
and writers do not share the same opinions about teaching and using grammar
in the foreign language teaching. Nevertheless, grammar is an inseparable part
of foreign language teaching (Thornbury, 1999, p. 14-15).
3.2.1 Arguments in favour of teaching grammar
There are many arguments for teaching grammar. Thornbury (1999,
p. 15-17) defines seven of them:
• The sentence-machine argument
Grammar enables us to produce an enormous number of new sentences.
Learners can not use language creatively without grammar.
• The fine-tuning argument
Even though it is possible to communicate only by stringing words
and phrases together, grammar enables the learner to convey more intelligible
and appropriate sentences. This especially applies to written language, which
needs to be more explicit.
• The fossilisation argument
Without grammar learners usually do not make any progress (their
linguistic capability fossilises). Grammar enables the learner to achieve higher
levels of proficiency.
• The advance-organiser argument
Grammar instructions support language acquisition through a delayed
effect. Grammar is used as prerequisite for acquisition, as it helps the learner to
notice and acquire the language easier.
• The discrete item argument
Grammar allows organising the language into smaller categories (can
be called discrete items) and therefore making the language digestible.
• The rule-of-law argument
Grammar allows the transfer of knowledge from the teacher
to the learner and offers a structured system that can be taught and tested.
The need for rules, order and discipline is especially inevitable in many large
classes, schools.
• The learner expectations argument
Learners come to language classes with certain expectations. They may
expect to learn the language through grammar because they presume that
teaching grammar is more efficient and systematic.
3.2.2 Arguments against teaching grammar
As there are many arguments for teaching grammar, we can similarly
find arguments against teaching grammar. Thornbury (1999, p. 18-21) points
out the main ones:
• The knowledge-how argument
Language is learnt by learning-by-doing, so called experiential learning.
Language is not learnt only by studying vocabulary or grammar because
it is difficult for learners to transfer the knowledge into the skill (like bike
riding, you learn it by doing it, not by studying it). Classroom experience that
stimulates different conditions appears more useful than learning too much
grammar.
• The communication argument
Students learn to communicate only by communicating. Activities should
provoke life-like communication because then the grammar can be acquired
unconsciously. Studying the grammar rules is considered as a waste of time.
• The acquisition argument
Acquisition is a natural process. We learnt the first language without any
grammar rules hence it should be the same with the second language.
According to Krashen, learnt knowledge can never become acquired knowledge
and the success in a second language is not due to learning, but due to
acquisition.
• The natural order argument
Chomsky indicates that we are born with universal principles
of grammar, so called universal grammar. It explains similarities
in the development order of the first and second language acquisition.
This argument insists that a textbook grammar is not a mental grammar.
• The lexical chunks argument
Learning chunks of language belongs into ‘item – learning’, as learning
vocabulary, whole phrases, idioms, etc. and it is also very important
in language development. Due to the word- and chunk-learning pupils can
study abstract grammatical categories but what is more important,
it encourages learning of set expressions that are frequently used (present
perfect or conditionals).
• The learner expectations argument
We can find many students who come to language classes in order
to communicate, not to learn grammar. They want to gain from their knowledge
in everyday situations.
3.3 Methods
There are many methods for teaching foreign languages. Thornbury
(1999, p. 21-23) describes a historical compendium of teaching methods:
• Grammar-Translation method
Grammar-Translation method is considered as one of the most traditional
methods. Originally it was deduced from the method of teaching Greek
and Latin (en.wikipedia, online).
Students learn the grammar rules and then all the exercises are translated
from one language into the other. Vocabulary is also learnt through the direct
translation. In lessons the use of the mother tongue exceeds the use
of the target language.
• Direct method
Direct method, sometimes called ‘Natural’ method, emerged
around 1900, as reformers were opposed to explicit grammar teaching. They
preferred learning the foreign language (grammar) in the same way
as the mother tongue was acquired.
Characteristic features of the direct method as suggested in en.wikipedia are
listed below:
Teaching vocabulary through pantomiming, realia and other visuals.
Teaching grammar by using and inductive approach.
Centrality of spoken language (including a native-like pronunciation).
Focus on question-answer patterns.
Teacher-centeredness.
According to the direct method, teachers should keep the written texts
away from the students as long as possible. Learning grammar and translation
should be avoided because it would involve the use of mother tongue.
• Audio-Lingual method
The Audio-Lingual method is based on the principles of behaviourist
psychology. This method was similar to the Direct method, however more
strict. Grammatical patterns were drilled.
• Communicative Language Teaching (CLT)
Communicative Language Teaching is a learner-centred method
and encourages learning the foreign language through a meaningful
communication in the target language. Task-based learning should be preferred
to applying rules of grammar. Students are encouraged to use the target
language as much as possible through practising real life situations,
for example asking for directions or buying something in a shop. Cameron
(2001, p. 107) underlines: “What certainly happened to grammar teaching
was a downgrading of its importance in foreign language classrooms.”
3.4 Approaches to teaching grammar
Grammar can be taught in different ways. Thornbury (1999, p. 29) points
out two main approaches, deductive and inductive grammar teaching.
3.4.1 The inductive approach
The inductive approach stands for a modern style of teaching where new
grammatical structures are presented in a real language context. Thornbury
(1999, p. 29) explains, “an inductive approach starts with some examples
from which a rule is inferred.” In other words, students learn structures through
practice of the language in context, afterwards realize the rules
from the practical examples. The inductive approach is similar to the way
the mother tongue is acquired. It is often identified with the experiential
methods, such as the Direct Method and the Natural Approach.
Advantages of the inductive approach:
Rules that learners discover are more meaningful, useful
and memorable.
Students are more active and involved in the learning process.
It is challenging for the learners (problem-solving, pattern-
recognition).
It prepares students for self-reliance (Thornbury, 1999, p. 49-68).
Disadvantages of the inductive approach:
It can be misleading for students – believing that rules
are the objective of learning a language, rather than means.
It is time-consuming.
It can be inaccurate – pupils may induce a wrong rule.
It can be frustrating for students who prefer to be told the rule
(Thornbury, 1999, p. 49-68).
The inductive approach includes covert grammar teaching. Covert
grammar teaching means that grammatical facts are hidden from learners,
although they are learning the language. New grammar is introduced and
practised in a way that students do not realize any grammatical rules of the
language. The aim is to make the learners work with new language and hope
that they will subconsciously absorb grammatical information (Harmer, 1991,
p. 3-4).
3.4.2 The deductive approach
The deductive approach represents a more traditional style of teaching.
Thornbury (1999, p. 29) states, “A deductive approach starts
with the presentation of a rule and is followed by examples in which the rule
is applied.” The deductive approach is often called ‘rule driven’ learning.
It is traditionally associated with Grammar-Translation method which is not
very favourable because of translating sentences out of and into the target
language. For that reason, students did not have much opportunity to practise
the target language. In comparison with the Grammar-Translation method,
the deductive method is not necessarily dependent on translation. We can find
many students’ books where grammar rules and exercises are given
in the target language.
Advantages of the deductive approach to grammar teaching:
It is direct, therefore, can be time-saving.
It is suitable for mature students or for those who have an analytical
learning style (Thornbury, 1999, p. 49-68).
Disadvantages of the deductive approach to grammar teaching:
Young learners may be demotivated by grammar presentations
and they may not understand to the grammar terminology.
Students are not involved when explaining new grammar.
It makes the students believe that learning a language is dependent
on knowing the rules (Thornbury, 1999, p. 29-31).
The deductive approach covers overt grammar teaching. Harmer (1991,
p. 4) describes that in overt grammar teaching grammatical rules
and explanations are given to the students first. They learn the rule and apply
it immediately after the explanation.
3.4.2.1 Rule explanation
It is very difficult for teachers to explain a grammatical rule to students.
In the first place the teacher must understand the structure, and then he/she
should be able to assume what may cause difficulties to the learners. Finally,
it is important to explain the structure clearly, simply, accurately
and with appropriate, helpful examples (Ur, 1996, p. 81).
Many advantages and disadvantages of the deductive approach depend
on the quality of the rule explanation. Thornbury (1999, p. 32-33) points
out some criteria given by M. Swan, how to make a rule a good rule:
• Truth – rules should be truthful.
• Limitation – rules should show in which context a structure can
be used.
• Clarity – rules should be understandable, have a clear meaning.
• Simplicity – rules should not be complicated.
• Familiarity – explanation should include concepts that the students
have already experienced.
• Relevance – a rule should be relevant to their knowledge, it should
not overload learners.
Thornbury (1999, p. 38-40) provides the following example of teaching
‘used to’ using translation which I modified from Spanish into Czech language:
Step 1: The teacher writes on the board:
John kouřil, ale přestal před rokem.
The teacher asks for an English translation. If students do not
know, he/she provides this one:
John used to smoke but he stopped a year ago.
Teacher explains in Czech, that when they want to say somebody
did something regularly, they use the structure ‘used to’. In the case
of the sentence mentioned above it means that he does not smoke any
more, it is finished, he quit.
Then the teacher asks learners to translate several English
sentences into Czech language.
Step 2: The teacher writes a Czech sentence in the present tense:
Sally kouří krabičku cigaret denně.
Then he/she asks for a translation. Students will probably translate
the sentence as:
Sally uses to smoke a packet a day.
The teacher explains that ‘used to’ has only past meaning, and has
no present form. To translate the sentence we need to say
Sally smokes a packet a day.
The teacher proceeds to asking students to translate Czech
sentences into English. The sentences will be in the past or the present
tense.
Step 3: The teacher writes:
I used to play tennis when I was young, but I stopped because it
was too expensive.
He/she asks for a translation, and then erases some words:
I used to ______ when I was ______, but I stopped
because _______.
The teacher asks students to write true sentences about themselves, to
compare them and speak about the topic they have chosen.
Following the steps that Thornbury (1999, p. 38-40) uses when teaching
the structure ‘used to’ which take all the criteria, mentioned above,
into consideration; is the best way of making a good rule.
4 Organisation of grammar teaching
According to Ur (1988, p. 6-10), grammar teaching should be done
in four stages: presentation, isolation and explanation, practice and test.
4.1 Presentation
The aim of presentation is to get students to realize the structure – form
and meaning. Harmer (1991, p. 17-40) mentions two ways how presentation
could be carried out:
4.1.1 Presenting grammatical items
According to Harmer (1991, p. 18) presentation is the stage
at which form, meaning and use of a new part of language are introduced
to the learners. Pupils learn how the new language is constructed, what
it means and how it is used. Afterwards, they are supposed to apply
it to themselves, in other words to say something about themselves using
the new language for the first time. This stage is called personalisation.
Presentation can take place using personalisation right away (teacher
is introducing new language via students, their lives) or as the final part
of the presentation (using texts, pictures).
Harmer (1991, p. 18) states that a good presentation should be:
• Clear (students have no difficulties in understanding).
• Efficient (students can handle the new language).
• Lively and interesting (students may remember the new grammar more
easily).
• Appropriate (good presentation of meaning and use).
• Productive (should allow a lot of practice with the new language).
In contrast, Ur (1996, p. 82-83) suggests guidelines on presenting
and explaining a new grammatical structure:
• Both oral and written form should be included in a good presentation.
• It is beneficial to provide students with a lot of examples
of the structure. Visual aids can contribute to better understanding.
• Present situation, students and teacher’s judgement play an important
role in using mother tongue or the target language.
• A lot of detail may be confusing when explaining new grammar.
A generalization is more helpful to students than a detailed definition.
• It is important to speak and write clearly and at an appropriate speed.
An observer can give a feedback to the teacher.
• The teacher decides whether to use the inductive or the deductive
method.
4.1.2 Discovery techniques
In these techniques, students are given examples of language and asked
to discover the grammar rules. It is the learner who is doing most of the work,
solving the problem, trying to find out how grammar is used
and is consequently acquiring a grammar rule. It is proved that active learning
is a memorable experience and also enjoyable for learners (Harmer, 1991,
p. 30-39). Thornbury (1999, p. 51) quotes what Pascal said several centuries
earlier: “People are generally better persuaded by the reasons which they
themselves have discovered than by those which have come into the minds
of others.”
Harmer (1991, p. 30-39) mentions four types of discovery techniques:
• Preview (a way of making students aware of a new piece of language
through reading or listening to texts).
• Matching techniques (getting students to work things
out for themselves, the activity of making choices helps them to discover
correct facts about grammar).
Example: In the matching exercise students are supposed to match
questions with the short answers. While doing this, they find out how short
answers are formed.
Is he from Australia? No, I am not.
Is Jane at home? No, they aren’t.
Are Ben and Tony in the garden? Yes, she is.
Are you hungry? No, he isn’t.
• Text study (the aim is to get learners to recognise the new language).
Example: Students read the text and then divide the verbs into two columns
according to their endings. Afterwards they are supposed to discover
when to use the ‘-s’ endings.
Jane and her parents live in a big house. Jane’s mother works
as a teacher and dad works as an accountant. They like their jobs. Jane goes
to dance classes twice a week. She likes dancing very much.
• Problem solving (setting up a problem and asking students to solve it).
Example: a good way of discovering grammatical rules is by giving
students incorrect examples of English. It is effective to use mistakes that
students make.
Peter and Susan goes to the cinema.
It is a apple.
There are two mouse.
Students try to identify the mistakes and correct them.
4.2 Isolation and explanation
It is a stage when we only focus on the grammatical item – on its
meaning, function, etc. Briefly, how the item is governed by a rule. This stage
can take a minute if the structure is simple or similar in the native language,
but also it can take some time if the structure is difficult (Ur, 1988, p. 7).
4.3 Practice
Practice consists of exercises which are done either at school or at home.
The aim is to transfer pupils’ knowledge into the long-term memory (Harmer,
1991, p. 41).
4.3.1 Practice techniques
There are many ways to practise grammatical items. Harmer (1991,
p. 41-56) stresses some types of oral practice, such as drills, interaction
activities, involving the personality, games and also some written practice
activities. These are as follows:
• Drills
Drills are preferably used in whole classes when teachers want
to practice some grammatical items. Drills are quick and efficient and allow
teachers to correct any mistakes straight away. On the other hand, they
are not very creative therefore, we should not overuse them. Ur (1996, p. 84)
defines two types of drills: controlled drills and meaningful drills. In controlled
drills students must modify sentences as the example suggests. The task can be
to write or say sentences about John, which are modelled on the following
example:
John drinks tea but he does not drink milk.
a) like: playing tennis/playing football
b) play: computer games/chess.
Whereas in meaningful drills, as Ur (1996, p. 84) presents, students
make true sentences about people they know very well, following the model:
He/She drinks coffee; or He/She does not drink coffee.
a) speak: German
b) cook: very well.
• Interaction activities
Using interaction activities is a way to make controlled language practice
more meaningful and joyful. Thanks to these activities students can work
together, in an interesting way. Example: Using charts. Students have to write
down student’s name and ask the student these questions:
What is your favourite fruit?
When did you last (eat your favourite fruit)?
How often do you (eat your favourite fruit)?
Students fill in this chart:
Name Favourite
fruit
When? How often
1.
2.
3.
• Involving the personality
A good way to practise grammar is to let the learners talk about
themselves, using the subject matter as a focus for grammar practice.
• Games
Games have been used in grammar teaching for a long time. Very
popular games are ‘Noughts and crosses’ / ‘Tic tac toe’, board games
and quizzes.
• Written practice
Grammatical items can be practised through writing. One of the favourite
techniques is ‘Fill-ins’ where learners have to fill blanks with certain words.
Example: Differences between ‘is’ and ‘are’.
Fill the blanks with ‘is’ and ‘are’.
a) Jane ______ a teacher.
b) John and Peter ______ at home.
Besides these types of grammar practice, Ur (1996, p. 84) adds:
• Guided, meaningful practice
Students make sentences of their own according to a set pattern but they
can use their own vocabulary.
Example: practising past tense, students are given the pattern
and are suggested to finish the sentence:
When walking from school ….
• (Structure-based) free sentence composition
Students are given a picture or a situational cue. They are asked to create
their own replies using a certain structure.
Example: A picture is showing many children doing different things .
Students are supposed to describe it using the proper tense.
• (Structure-based) discourse composition
Students discuss a certain topic or write a paragraph about it. They have
to use the given structure.
Example: Teacher says, “You have seen your friend shoplifting. What do
you suggest your friend should do? Use modal verbs.”
• Free discourse
This activity is similar to the previous one; however no structure
limitations are given.
4.4 Testing
Testing is the final part of grammar teaching. The main aim of tests
is to see if pupils have learnt and acquired the new language and to provide
feedback not only for the teacher but also for the learners. Tests are usually
written by teachers of individual classes. Preparation of tests is not easy,
therefore Thornbury (1999, p. 141-143) recommends six factors that should
be considered when assessing the value of a test:
• Practicality (how easy it is to prepare, administer and mark).
• Reliability (giving consistent results).
• Validity (testing what we really want to test).
• Face validity (students recognising it as a fair test).
• Backwash (if it positively influences the teaching).
• Spin-off (the possibility to use the test later on for review).
Pupils’ knowledge can be tested in many ways. ‘Multiple choice’ can
be used at the simplest level. Here learners have to choose the correct answer
from a number of alternatives. The advantage of this type of test is that they
are easy to mark; nevertheless, they do not test the learners’ productive ability.
‘Fill-ins’ are types of tests where students usually fill a blank with only
one word. They are not difficult to write, even though it can be complicated
to assure that only one answer is possible. Sometimes it is necessary to test
more of the learners’ knowledge, thus ‘Sentence completion’ can be used. Here
the task is to complete a sentence with more than one word.
Other types of tests are ‘Sentence reordering’ which examines
knowledge of syntax and ‘Transformations’ examining knowledge of syntax
and structure. Transforming sentences requires a lot of grammatical knowledge
and learners should be prepared beforehand for this type of exercise.
When testing the ability to write, ‘Sentence writing’ or ‘Parallel writing’
can be used. Whilst sentence writing is usually used for describing a picture,
parallel writing requires good understanding of the text, its form and grammar.
Only then students can successfully rewrite the paragraph with given notes
or reproduce the content of the story.
Lastly, activities such as essays, compositions and letter writing should
not be forgotten (Harmer, 1991, p. 57-67).
5 Teaching grammar to young learners
For young learners it takes more time to learn structures than words.
They learn phrases holistically. As an example Phillips (1993, p. 74) mentions
‘I’ve got’ that pupils learn as a single item ‘Ivegot’, rather than separating
its parts. If we want children to learn certain structures, it is important to repeat
the structures in different contexts, using different vocabulary. Surely, teaching
grammar does not mean that pupils will be able to use the language effectively.
On the other hand, grammar is a tool for children to create more complex and
meaningful structures.
Scrivener (2003, p. 2) points out four things that learners need
to do to be able to naturally integrate a new grammar item into their stock
of language. Firstly, it is important to notice the structure. When students
are exposed to a certain structure often, they remember its usage more easily
and do not have problems in using it. Secondly, students need to understand the
form of the structure; how it is made, word ending, its meaning, usage
and many more. Thirdly, it is necessary to try and practice structures
in a congenial and secure atmosphere, to ensure students that making mistakes
is natural, that is how humans learn. Lastly, pupils should use the acquired
language in speaking and writing; therefore, teachers need to provide them
with as many opportunities to use the language as they can.
Grammatical structures should be presented in a child’s context
and with humour; therefore some funny characters may be helpful.
It is possible to use some serials or to create own characters which will help
in the language teaching. Soft toys and puppets are also very favourite
characters amongst young learners. Sometimes it is not easy to make
a grammatical rule humorous and requires a lot of imagination. (Bourke,
online)
As mentioned in the previous chapter, grammar can be practised by many
ways; e.g. drills, gap filling and many more. However, there are some other
ways to practise grammar in the class. First of all, the board can be used for
many things. It allows the teacher and children to draw and write on it, play
hangman, do crosswords, etc. Another technique is story telling. Children love
stories and they can listen to the same tale over and over again. Watts (2006,
p. 6-7) declares, “Beginners find speaking difficult, but when they have heard
a story many times, they are able to re-tell it or re-enact it”. Stories repeat
and recycle language naturally.
Songs and chants can also be used for practising grammatical structures.
All children like music, singing songs or chanting rhymes. Paterson; Willis
(2008, p. 7) say, “Singing is an excellent way for children to learn
and memorize words and phrases and to develop familiarity with the sounds
and structure of the language.” Besides songs and chants, rhymes and poems
can be applied.
Lastly, Total Physical Response is a very suitable method for teaching young
learners. The reason is that when children are doing something physical,
it helps them to understand the language. Using the Total Physical Response
also means that teachers can change the pace of the lesson (Bourke, online).
II PRACTICAL PART
Lately, teaching English to young learners has become very important
and is included in the curriculum in the primary school. In the Czech Republic
English is taught from the third year. In my opinion, teachers play a key role
in the success of teaching English to young learners; therefore they should
be qualified primary FL teachers with a great knowledge of many issues.
The practical part of my diploma project has been based on a research
in order to prove or disprove my hypotheses and on analysis of coursebooks
used at primary schools.
6 Research
6.1 Hypotheses
1.
In Czech primary schools English is mostly taught by teachers
with no adequate qualification.
My hypothesis is based on my teaching practice experience where
I encountered many unqualified teachers teaching English. Even though
teachers have a positive attitude to teaching the foreign language, they usually
do not have the adequate proficiency in the target language.
2.
Foreign language teachers prefer the deductive approach to the inductive
approach.
In my opinion teachers consider the deductive approach more traditional
and therefore use it more than the inductive approach.
3.
Foreign language teachers do not use the target language as much
as possible.
From my point of view, the target language is often substituted
for the mother tongue, not only when explaining grammar.
6.2 Description of the research
The research is focused on foreign language teachers, especially primary
teachers, and their attitude towards teaching English grammar at primary
schools. The method of questionnaire was chosen and used. The questionnaires
were distributed in the Olomouc region, in 3 cities, at 17 primary schools.
The number of returned questionnaires was 40.
The research was carried out by a questionnaire consisting
of 14 questions. The questionnaire was written in Czech so that no one had
difficulties with the language and consisted of both closed and open-ended
questions.
In the first part of the questionnaire I introduced myself, and then general
questions, such as type of school, location of school, length of foreign
language teaching practice etc. were used. The second part of the questionnaire
included questions dealing with English grammar at primary schools
and acknowledgement in the end. (For the original questionnaire see
appendix 1). The questionnaire was anonymous.
6.3 Data presentation and evaluation
Question 1: Where do you teach?
Figure 1: Location of schools
As can be seen from Figure 1, all the questionnaires were given in cities.
See also Table 1 in Appendix 2.
Question 2: At what type of school do you teach?
Figure 2: Type of schools
Figure 2 shows that in the Olomouc region there are state schools
mostly, therefore the most returned questionnaires, which is 39 (97.5 %),
were from state schools. Nowadays, church schools have become very popular;
hence 1 questionnaire was obtained from a church school. Even though
the number of private schools is on the increase in the Czech Republic, it does
not relate to primary schools in Moravia. See also Table 2 in Appendix 2.
Question 3: In which class do you teach English?
Figure 3: Classes in which the respondents teach English
In Figure 3 the outcomes show that the majority of foreign language
(henceforth FL) teachers teach English in more than one class. It is usually
caused by the lack of qualified primary FL teachers. See also Table 3
in Appendix 2.
Question 4: What qualification do you have for teaching English
at primary school?
Figure 4: Received qualification
As expected, English lessons are taught by teachers with no adequate
qualification. There are only 3 teachers (7.5 %) who have a Magister’s degree
for foreign language teaching at primary school. Although 5 teachers (12.5 %)
have got a higher education (Magister’s degree in foreign language teaching
at lower secondary schools), it cannot guarantee the right attitude in teaching
the age group mentioned above. Three quarters of teachers (75 %) state that
they have got some requalifiers degree, unfortunately, none of them is specific.
Finally, 2 teachers (5 %) have got a different qualification, which is the First
Certificate in English. See also Table 4 in Appendix 2.
Question 5: How long have you been teaching English at primary school?
Figure 5: The length of FL teaching practice
As it is evident from figure 5, 65 % of the foreign language teachers
have been teaching English for less than 5 years. 20 % of the teachers have
been experienced with teaching English as a foreign language at primary
schools for less than 10 years and 15 % of the respondents polled
in the research that they have been teaching English language for more than
10 years. In my opinion, if teachers master the language excellently and if they
are enthusiastic about teaching in common, then the length of their second
language teaching does not play such an important role. See also Table 5
in Appendix 2.
Question 6: Which course book do you use?
Figure 6: Coursebook used
There is a wide range of coursebooks. According to my survey, Figure 6,
teachers work with 9 different textbooks.
In the third grade, Chit Chat is the most favourite coursebook (28.57 %).
Other favourite classbooks are Start with Click (21.42 %) and Angličtina pro
3.ročník (17.85 %).
In the fourth grade, teachers use Chit Chat most frequently (40.74 %).
Chatterbox was mentioned five times (18.51 %) and other coursebooks three
times or less.
In the fifth grade, Project (44.44 %) and Chit Chat (33.33 %) are used
most often. See also Table 6 in Appendix 2.
Question 7: What is your attitude towards English grammar in your
lessons?
Figure 7: Attitude towards English grammar
Figure 7 clearly shows that the importance of English grammar changes
according to the grade that it is thought in. In the third grade, only
6 correspondents (21.42 %) consider English grammar important, in the fourth
grade the number of the teachers increases a little up to 33.33 %
and in the fifth grade there are 19 teachers (70.37 %) who think that English
grammar is important. See also Table 7 in Appendix 2.
Question 8: Do you prefer the inductive or the deductive approach
for presenting new English grammar structures?
Figure 8: Presenting new grammar
Concerning Figure 8, it is obvious that grammar is mostly taught
by the inductive way in the third grade (57.14 %). Whereas, in the fourth
and fifth grade, the majority of correspondents (48.14 %) answer they use
the combination of the inductive and the deductive way of teaching grammar.
Some correspondents added that they use both ways of teaching grammar,
according to what is being taught and the level of difficulty. See also Table 8
in Appendix 2.
Question 9: Do you see any disadvantages in applying the inductive
or the deductive way of teaching grammar?
Here the teachers expressed their opinion of disadvantages that may
occur while using these ways of grammar teaching to pupils at the primary
level.
The inductive way of teaching grammar
Most correspondents commented on:
Young learners cannot deduce the rule.
It is suitable for skilful children.
The learner may be disorientated from the beginning.
The learner learns something by heart and does not really know what.
It is a lengthy procedure.
The Deductive way of teaching grammar
Majority of respondents pointed out these disadvantages:
Rules are too difficult for young learners.
It does not develop logical thinking and creativity.
Pupils are passive, lack of interest.
It becomes boring for the learners.
Pupils cannot retain the rules.
Question 10: While using the inductive way of grammar teaching, has
it ever happened to you that a pupil asked
for an explanation? If so, how did you react?
Figure 9: Need of explanation
Figure 9 reveals that while using the inductive way of grammar teaching,
27 teachers (67.5 %) experienced queries about grammar rules. In other words,
some curious pupils wanted to know why they should use the certain structures,
if it is necessary and useful.
Interestingly, the majority of teachers reacted in the same way. They
either explained the particular grammar, providing some examples, or clarified
that English has got some rules as well as the Czech language. See also Table 9
in Appendix 2.
Question 11: Do you use any additional materials for practising grammar?
Figure 10: Additional materials
According to Figure 10, the majority of respondents (90 %) use
additional materials for practising grammar in their lessons.
Some of the mentioned materials were:
Educational software.
Pexeso.
Flashcards.
Projects.
Crosswords.
Own materials.
Magazines.
Grammar summaries.
Games.
Working sheets.
Various books.
See also Table 10 in Appendix 2.
Question 12: Do you play any games for practising grammar?
Figure 11: Using games
As it is obvious from Figure 11, almost all teachers (97.5 %) use games
for practising grammar. They state that they get often inspired from different
books (Chit Chat – Teacher’s book, Grammar games book, Angličtina plná
her).
According to the research, the most frequent games are:
Hangman.
Word football.
Bingo.
Pantomime.
Chinese whisper.
Pexeso.
Tic-tac-toe.
Dominoes.
Simon says.
Spelling games.
Crosswords.
See also Table 11 in Appendix 2.
Question 13: Are you satisfied with the extent of grammar in given
textbooks?
Figure 12: Satisfaction with the extent of grammar
As can be seen in Figure 12, teachers are generally satisfied
with the extent of grammar in the coursebooks they use.
Despite the fact, there were few respondents who highlighted some
deficiencies.
In the third grade they pointed out:
English grammar does not correspond with the knowledge
of Czech grammar (Start with Click 1).
There is a need to prepare additional materials (Hello Kids!).
The textbook is more suitable for younger children, there is not
much grammar (Zig Zag Magic).
Fourth grade:
Considerably out of date. Grammar is not well arranged and it
is written in English (Chatterbox 1).
Lack of exercises for individual work and for practising grammar
(Chit Chat 1).
Fifth grade:
Grammar is too difficult for the pupils (Project 1).
There is a need to prepare additional materials to revise grammar
(Chit Chat 2).
See also Table 12 in Appendix 2.
Question 14: When explaining grammar, which language do you use?
Figure 13: Language used
In Figure 13, the evidence amply confirms that teachers do not use
only English language in their lessons. It is very alarming especially
in the fifth grade where just 4 respondents (14.81 %) use only English.
In my opinion children tent to pick up language easily from their teacher
and other classmates and if teachers do not use the target language as much
as possible, we cannot expect our learners to do so. See also Table 13
in Appendix 2.
6.4 Conclusion
The outcomes of the research show that all the respondents teach
in cities, mostly at state schools. However, only three of them are qualified
for teaching English at primary schools. The lack of qualified teachers causes
that even unqualified teachers educate young learners.
As can be seen from the results, many textbooks can be used when
teaching young learners. In spite of the fact, Chit Chat is used most often
in the third and fourth grade, whereas Project predominates in the fifth grade.
From the grammar point of view, the respondents are more or less satisfied
with the extent of grammar. In the third grade grammar is taught inductively
and in the fourth and fifth grade deductively. When explaining grammar,
combination of Czech and English language is used mostly. Various games
and additional materials are used when practising grammar.
Finally, I would like to sum up my hypothesis, whether they
were disproved or verified. My personal opinions and suggestions
on the results are also included.
1.
In Czech primary schools English is mostly taught by teachers
with no adequate qualification.
According to the research, the obtained results confirmed my hypothesis.
It is warning how many unqualified foreign language teachers can be found
at primary schools. Furthermore, this situation is hard to solve. Even though
many students graduate in primary FL teaching every year, not all of them
continue in their profession. For that reason some schools have to employ
not academically qualified teachers of English or allow their present primary
teachers to teach English language too; although, they are not qualified
for teaching the foreign language.
2.
Foreign language teachers prefer the deductive approach to the inductive
approach.
With reference to the research I must confess that my hypothesis was not
proved. The outcomes do not correspondent with my expectations, especially in
case of the third grade, where more than half of the respondents prefer
the inductive approach to the deductive one. On the other hand, in the fourth
and fifth grade teachers combine these two approaches, which may signify
an inadequate knowledge of these approaches.
In my opinion student’s books that are used in primary schools allow
young learners to learn the target language in the meaningful context
without being held back by grammatical rules and terminology; for that reason
I would say that the inductive approach is more suitable for them.
3.
Foreign language teachers do not use the target language as much
as possible.
From the outcomes of the research it is obvious that the FL teachers
do not use the target language only. From my point of view, it is closely
connected to the fact that they are not qualified FL teachers; therefore they
do not feel confident to use the foreign language for the full range of functions.
In this case it is for teaching grammar. It is a pity because the more language
the learners hear, the more they learn.
7 Analysis of coursebooks used at primary schools
I would like to compare different textbooks, especially from the
grammatical point of view, which are most commonly used at primary schools
when teaching English. I have chosen classbooks that I experienced when
undergoing my teaching practice (Chatterbox 1, 2; Chit Chat 1, 2; Start with
Click 1; Project 1). I also provide several lesson planning sheets dealing with
certain grammatical structures that I created and followed during my teaching
practice.
7.1 Chatterbox
Chatterbox is a coursebook designed for young learners, published
by Oxford University Press. It is a monolingual textbook, which means that
all instructions and presentations are in the target language. Even though there
are four levels of difficulty, only the first two parts are usually used at primary
schools. Chatterbox consists of many inspiring activities within a graded
syllabus. It allows children to practise all four skills, i.e. listening, reading,
writing and speaking. In each unit we can find a comic-strip adventure story
with the detective Captain Shadow in the lead. New language is practised
by songs, rhymes, games and different puzzles. The course book
is supplemented with the activity book, which gives the learners
the opportunity to practise what they have just learnt.
Picture 1:Chatterbox 1 (oup, online).
Chatterbox 1 contains fifteen units. The initial four units are particularly
focused on introducing yourself and others. Children learn structures
My name’s … / I’m and questions What’s your name? / How are you? / How
old are you?. They also encounter indefinite articles for the first time. In unit
5, possessive adjectives are introduced in connection with every day objects
(my book). Unit 9 is aimed at talking about abilities, using can,
and possessions: ‘s. Children practise describing a scene using the structures
there is / there are in unit 12. The last pages of the book are devoted
to festivals and the class play (Strange, 1994).
Picture 2: Chatterbox 2 (oup, online).
Chatterbox 2 is a follow up to the first part and is divided into fifteen
units. In each unit, some grammatical structure is presented and can
be practised, though no grammatical rules and explanations are given.
In the first unit, negative commands appear in the adventure story (don’t touch
it) and a whole page is devoted to prepositions of place – in, on, near, under.
Children say where monkeys are; it means they are describing the pictures.
In the next unit, the focus is on numbers and questions How many…? (How
many children are there?).
The third unit deals with countable and uncountable nouns. Countable
nouns are presented with numbers and uncountable nouns with ‘some’ (six eggs
X some honey). When talking about small quantities, structures: a packet of, a
bottle of and a tin of … are used (a bottle of water).
In the fourth unit, present continuous tense is introduced. It starts
with a matching exercise supplemented with a picture. Learners say what each
person is doing. In the same unit, short answers are dealt with ( Is the girl
watching TV? No, she isn’t.).
Units 6 and 7 have a communicative purpose; there are not any new
grammatical structures presented. Children talk about weather, some countries
and food. Expressing wants is taught in unit 8. Pupils listen to the recording
and point to the toys that somebody wants (I want a ball, please.).
Unit 9 is focused on the present simple and object pronouns. Questions:
Where do you live? / Where does he live? are practised. In unit 11, children
talk about their daily routines, habits and adverbs of frequency (always,
usually, sometimes, never) are added.
In units 12 and 13, prepositions of time are presented (On Mondays Ken
has got Maths at ten o’clock.) and unit 14 deals with the past simple
of the verbs be and have.
Lastly, units 5, 10 and 15 are devoted to revision (Strange, 1989).
For the suggestion of a lesson plan to supplement this coursebook see
appendix 3. This lesson dealt with teaching countable and uncountable nouns
using the covert grammar teaching. Pupils were active and attentive all the
time. They liked the shopping game and cooperated very well. They acquired
the new structures subconsciously without having any problems.
7.2 Chit Chat
Chit Chat is a very similar coursebook to Chatterbox, also published
by Oxford University Press. It is designed for children who are starting English
at primary schools. Chit Chat is a monolingual, two-level course
and introduces all four language skills: listening, reading, writing
and speaking. Pop star characters and a group of comical cartoon bugs
accompany learners throughout the whole book. In each unit, there is a comic
strip story, called ‘My friend is a monster’. Chit Chat follows a well-structured
syllabus that covers main structures and vocabulary in a pleasant and creative
way. Several songs, games, activities and plays are included. Cross-cultural
awareness is promoted by real photographs and non-fiction texts. The class
book is supplemented with the activity book, which provides further practice
of structures and writing.
Picture 3: Chit Chat 1 (oup, online).
Chit Chat 1 is divided into twelve topic-based units, plus a starter unit.
There are also four review sections A, B, C and D and additional festival
activities. In the starter unit, pop star characters introduce themselves
and children learn structures What’s your name?, My name’s … / I’m … Units
1, 2 and 3 deal with indefinite articles (a red pen, it’s a dog) and questions
How old are you? / What’s your favourite colour? / What colour’s the …?.
In the fourth unit, pupils learn to express their feelings, using
the adjectives (I’m happy) and in the next four units, structures have got / has
got are presented. Firstly, the aim is to describe pirates’ faces and then
favourite pop stars. Secondly, when talking about family members, question
How many … have you got? is practised. Lastly, questions Has it got …? /
Have you got …? and short answers are covered.
There are also some basic collocations related to the human body and
movements. E.g. clap your hands. This can be practised by using the Total
Physical Response method (viz chapter 5).
Unit 9 is focused on food. Children learn questions What do you like? /
Do you like …? and answers I like… / I don’t like …. In unit 10, learners appear
in an animal jungle and describe the picture (There is a/an … There are …). In
the tenth unit, questions Is there …? / Are there …? and short answers (Yes,
there is. / No, there isn’t) are dealt with. Finally, the last unit is devoted to
overall revision (Shipton, 2002).
For the suggestion of lesson plans to supplement this coursebook see
appendices 4 and 5. Appendix 4 deals with the revision of structures ‘have got’
and ‘has got’. What I really liked in this lesson was that pupils used the target
language communicatively throughout. Pupils enjoyed the detective game a lot;
although some language problems appeared. When repeating the given
structures some learners also had problems to remember it.
In appendix 5 I would like to point out how important the TPR
is in the foreign language teaching. Pupils were amused by the new song. They
learnt it quickly and enjoyed repeating it several times. It helped them
to acquire the new collocations. When revising words connected to the face,
some problems with spelling and pronunciation appeared.
Picture 4: Chit Chat 2 (oup, online).
Chit Chat 2 is also divided into twelve units. A starter unit and four
revision sections are included. Last nine pages are devoted to extra topics, such
as Dates, Christmas, Pancake Tuesday and many more.
In the starter unit, learners meet the pop star characters and very briefly
revise structures from the previous level. The first unit is called ‘Sports time’.
Pupils talk about their abilities: I can swim .I can’t play tennis. In the second
unit, prepositions of place are dealt with. Learners describe what
is in the house. They are taught to use prepositions in, on, behind, under.
In the fourth unit, prepositions next to, opposite are added when describing
a town. Imperatives are presented in the third unit.
Fifth unit takes children on holiday. They talk about activities that they
can do on holidays, using present continuous tense. E.g. She’s swimming.
Is she diving?.
Unit six is focused on weather and unit seven deals with describing
a space school and the timetable. In unit eight pupils talk about
TV programmes that they like, don’t like. They also work with a TV guide
(What programmes do you like? I like music programmes.).
In units nine and ten present tense is practised. Children talk about their
free time activities, e.g. I play computer games on Tuesday. and amazing
animals. They learn to describe animals: It’s green and it’s big. It eats meat
and fish).
In the eleventh unit, past tense is introduced for the first time. Pupils
compare animals in the past and now and learn to distinguish these two tenses.
E.g. The first horse was alive 50 million years ago./ The horse is very different
today.
Lastly, the twelfth unit is a revision unit. Learners listen and read a stone
soup in which they practise everything that they learned (Shipton, 2002).
For the suggestion of lesson plans to supplement this coursebook see
appendices 6, 7 and 8. Appendix 6 presents a lesson plan that is focused on the
revision of structures ‘can’ and ‘can’t’. These structures were not revised
traditionally which helped to maintain pupils attention the whole time. On the
other hand, the explanation of the activities took more time than I expected. It
was necessary to demonstrate it with many examples.
The lesson plan in appendix 7 is majored in practising short answers and
prepositions. The ‘word steps’ activity seemed difficult for the pupils
in the beginning; therefore I had to help some students by giving cues during
the game. Learners were attentive all the time. When playing ‘Where am I’
pupils mentioned all places in a house and used the target language
communicatively through.
In appendix 8, the lesson plan is concentrated on practising structures
‘I like’ and ‘I don’t like’. The whole lesson was motivated by TV and talking
about TV programmes. Firstly, the new vocabulary was introduced and then
pupils got involved in the discussion. They shared their opinions about TV
programmes that they like or do not like. The lesson went according to the plan
and the new language was acquired easily.
7.3 Start with Click
Start with Click is a bilingual, two-level course book designated
for young learners, published by Fraus. The aim of this book is primary
motivation with acquiring four language skills, listening, reading, writing
and speaking. Pupil’s book is accompanied with illustrations, photographs
and a comic story. Learners are led to self-activity and they can assess their
progress in mini portfolios. The class book is also supplemented
with the activity book.
Picture 5: Start with Click 1 (fraus, online).
Start with Click 1 contains eight themes which represent eight topics.
Each theme is divided into three units and a story. The classbook starts
with an introduction which includes six units. Pupils learn structures What’s
your name? My name is …. How are you? I’m fine. Vocabulary is presented
together with the indefinite article and the English alphabet is practised.
In the first theme, the main focus is on plurals and the verb
to be. The second theme deals with possessive adjectives in connection
with the family topic (This is my sister) and the verb to be is practised too.
Preposition in is presented in the third theme. Personal pronouns
and possessive adjectives are summarized. This theme also includes a revision
of the verb to be with a table that the students should learn and remember.
Theme four is devoted to indefinite article a versus an. Propositions
of place, such as in, on, under, next to are demonstrated: The doll is on the bed.
Pupils also learn to describe a picture using structures There is/ There
are. Themes five and six focus on the structure to have got.
Structures can and can’t are introduced when talking about abilities.
Learners say what they can do or cannot do. E.g. I can ski./ I can’t run fast.
Questions and short answers are included too.
Finally, the eighth theme is focused on structures I like/ I don’t like
(Šádek; Karásková, 2006).
For the suggestion of a lesson plan to supplement this coursebook see
appendix 9. The lesson plan presents a possible way of practising the verb to
be. The beginning of the lesson worked very well and pupils were active and
enjoying themselves. The liked the miming game which helped them to revise
the vocabulary and also to practise questions and short answers. Afterwards,
the listening activity seemed to be difficult for the learners because
the recording was not clear to them.
To sum up, from the analysis written above it is obvious that
coursebooks Chatterbox and Chit Chat are very similar. They are full
of pictures, songs, and comics. Even though some grammatical structures
appear in each unit, there are no grammar rules presented and explained. Thus,
it gives the teacher the opportunity to use the covert grammar teaching.
Because of the fact that these textbooks are monolingual, the target language
should be used as much as possible in all English lessons.
In contrast, the classbook Start with Click provides grammar boxes
with certain structures that are supposed to be acquired. Most of the sentences
and words are translated into the Czech language; even the task assignments
are given in both languages. The extent of grammar is similar to the previous
coursebooks. However, the whole textbook seems to be more difficult
for young learners. It is probably caused by too many sentences and texts.
To conclude, Chatterbox, Chit Chat and Start with Click are coursebooks
intended for beginners. In my opinion, Chit Chat is the most suitable for young
learners. Though, it is the teacher’s responsibility to choose the right textbook
for his/her learners. Nevertheless, if we want our learners to use the target
language only, it is not good to use bilingual textbooks.
7.4 Project
Project is a monolingual coursebook for young learners from the age
of 10, published by Oxford University Press. It is a five-level course, from
beginner to intermediate level. The aim of the coursebook is to encourage
students to communicate in English. Language is presented in realistic contexts
and culture life in Britain and other English–speaking countries is provided.
Learners develop all four skills within this textbook. Cross-curricular project
work encourages learners to work on their own and express opinions and
attitudes.
Picture 6: Project 1 (oup, online).
Project 1 is divided into six units. There is also an introduction unit,
where students meet children who will guide them through the whole book and
three revision parts.
In the first unit, learners revise articles, plurals, prepositions in, on,
under and structures there is/ there are. Second unit deals with the verb to be
and possessive adjectives. Unit three presents structures have got/ has got and
demonstrative pronouns this/ these. The last two pages of this unit encourage
pupils to make a project about their world.
In unit four, present simple is taught together with telling the time.
Pupils also talk about their free time. The fifth unit is focused on the usage
of structures can and can’t in connection with abilities. When describing
a house, there is/ there are is presented to the learners. Prepositions of place,
such as opposite, between, behind, next to, in front of are used when talking
about places in a town.
Finally, the sixth unit is aimed at present continuous tense in comparison
with the present simple (Hutchinson, 1999).
Project 1 is used for older learners with certain knowledge of English.
We can encounter this textbook in the fifth grade, as a continuance
of Chit Chat 2 or Chatterbox 2. Overt grammar teaching predominates here.
Although grammatical structures are not new for the learners, they have
an opportunity to deepen their previous knowledge and learn the terminology.
CONCLUSION
The content of the diploma thesis reflects its arranged targets, to explore
the current situation at primary schools in the Olomouc region from the foreign
language teaching and grammar point of view and also to analyse grammar in
different coursebooks. The diploma thesis is divided into the theoretical and
practical part.
In the theoretical part, young learners are characterised, grammar and
teaching English as a foreign language at primary schools are dealt with.
In the practical part, the focus was on a research which was carried out
in Olomouc, Prostějov and Přerov schools. A questionnaire was distributed
among foreign language teachers and consisted of 14 questions. According
to the established data which emerged from 40 returned questionnaires,
percentage results were made and written down into the figures and tables.
From the outcomes we found out that the majority of foreign language
teachers does not have an adequate qualification When teaching English
grammar the combination of English and Czech language is used. In the third
grade grammar is taught inductively, whereas in the fourth and fifth grade
teachers combine this method with the deductive method. A positive finding
was using various games and additional materials for practising grammar.
The coursebook analysis showed that the grammar extent is more or less
the same, only the way of grammar presentation differs. A significant
difference was found between monolingual and bilingual textbooks.
To sum up, I must state that the role of qualified foreign language
teachers plays an important role in teaching young learners and that the usage
of the target language, right methods and textbooks help the learners to acquire
the foreign language easier. Therefore, the right qualification is necessary
in order to provide the high-quality lessons.
BIBLIOGRAPHY
CAMERON, Deborah. The Teacher’s Guide to Grammar. Oxford : Oxford
University Press, 2001. 163 s. ISBN 9780199214488.
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HARMER, Jeremy. Teaching and Learning Grammar. London: Longman,
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HUTCHINSON, Tom. Project. Student’s Book 1. Oxford: Oxford University
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LEWIS, Gordon. Games for children. Oxford: Oxford University Press, 1999.
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Nakladatelství a vydavatelství H+H, 1998. 205 s. ISBN 8086022218.
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s. ISBN 0194371956.
PINTER, Annamaria. Teaching Young Language Learners. Oxford: Oxford
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PLEVOVÁ, Irena. Kapitoly z vývojové psychologie. Olomouc: Univerzita
Palackého v Olomouci, 2006. 57 s. ISBN 8024414120.
SAMSONOVÁ, Colette. 333 nápadů pro angličtinu. Praha: Portál, s. r. o.,
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SCRIVENER, Jim. Teaching Grammar. Oxford: Oxford University Press,
2003. 65 s. ISBN 0194421791.
SHIPTON, Paul. Chit Chat. Class Book 1. Oxford: Oxford University Press,
2002. 71 s. ISBN 0194378268.
SHIPTON, Paul. Chit Chat. Class Book 2. Oxford: Oxford University Press,
2002. 70 s. ISBN 0194378357.
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STRANGE, Derek. Chatterbox. Pupil’s Book 1. Oxford: Oxford University
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ŠÁDEK, Jiří; KARÁSKOVÁ, Miluška. Start with Click. Pupil’s book 1. Plzeň:
Fraus, 2002. s. 88. ISBN 8072381474.
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PETROVÁ, Alena; PLEVOVÁ, Alena; PUGNEROVÁ, Michaela. Přehled
vývojové psychologie. Olomouc: Univerzita Palackého v Olomouci, 2008. 175
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THORNBURY, Scott. How to Teach Grammar. Harlow: Pearson Education
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TRPIŠOVSKÁ, Dobromila. Vývojová psychologie pro studenty učitelství. Ústí
nad Labem: Pedagogická fakulta Univerzity J.E. Purkyně, 1998. 106 s. ISBN
8070442077.
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Cambridge University Press, 1996. 375 s. ISBN 0521449944.
UR, Penny. Grammar Practice Activities. A Practical Guide for Teachers.
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WATTS, Eleonor. Storytelling. Oxford: Oxford University Press, 2006. 88 s.
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WEBSITES
Bourke, Kenna. Teaching Grammar to Young Learners. [cit. 2009-02-20].
Dostupné z www:
<http://www.oup.com/elt/catalogue/guidance_articles/14867483?cc=gb#one>.
Chatterbox 1. [cit. 2009-03-07]. Dostupné z www:
<http://www.oup.cz/book.php?id=0194324311>.
Chatterbox 2. [cit. 2009-03-07]. Dostupné z www:
<http://www.oup.cz/book.php?id=0194324354>.
Chit Chat 1. [cit. 2009-03-07]. Dostupné z www:
<http://www.oup.cz/book.php?id=0194378268>.
Chit Chat 2. [cit. 2009-03-07]. Dostupné z www:
<http://www.oup.cz/book.php?id=0194378357>.
Direct Metod. [cit. 2008-12-29]. Dostupné z www:
<http://en.wikipedia.org/wiki/Direct_method_(education)>.
Grammar translation. [cit. 2008-12-29]. Dostupné z www:
<http://en.wikipedia.org/wiki/Grammar_translation>.
Project 1. [cit. 2009-03-26]. Dostupné z www:
<http://www.oup.cz/book.php?id=019436514X>.
Rámcový vzdělávací program pro základní vzdělávání. [cit. 2008-12-29].
Dostupné z www: < http://www.rvp.cz/soubor/RVPZV_2007-07.pdf >.
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<http://ucebnice.fraus.cz/start-with-click-new-1-uc/>.
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<http://www.ecml.at/documents/reports/AppendixE_Powerpoint.pdf>.
APPENDICES
Appendix 1:
The original questionnaire:
Jmenuji se Renata Páleníková a jsem studentkou 4.ročníku PdF v Olomouci, obor Učitelství pro 1.stupeň ZŠ a anglický jazyk pro 1.stupeň ZŠ. Byla bych Vám velice vděčná, kdyby jste vyplnil(a) tento dotazník, který mi pomůže k vypracování diplomové práce.
1. Učíte a) na vesnicib) ve městě
2. Učíte naa) státní školeb) soukromé školec) alternativní školed) církevní škole
3. Který ročník učíte?a) 3.b) 4.c) 5.
4. Jakou máte aprobaci pro výuku anglického jazyka na 1. stupni ZŠ?a) VŠ – výuka AJ pro 1.st.ZŠb) VŠ – výuka AJ pro 2.st.ZŠc) VŠ – rozšiřující studiumd) rozšiřující kurzye) žádnouf) jinou ………………………………………………………………….
5. Jak dlouho učíte anglický jazyk na 1. stupni ZŠ?a) do 5-ti letb) do 10-ti letc) 10 let a více
6. Jakou učebnici používáte?3. ročník ……………………………………………………………4. ročník ……………………………………………………………5. ročník ……………………………………………………………
7. Jak je podle Vás důležitá gramatika v hodinách anglického jazyka?3. ročník 4. ročník 5. ročníka) velmi důležitá a) velmi důležitá a) velmi důležitáb) důležitá b) důležitá b) důležitác) ne moc důležitá c) ne moc důležitá c) ne moc důležitád) vůbec není důležitá d) vůbec není důležitá d) vůbec není důležitáKomentář: ……………………………………………………………….
8. Používáte deduktivní nebo induktivní výklad gramatiky?Deduktivní (nejprve provedete výklad gramatiky, uvedete příklady a žáci
podle daného pravidla tvoří věty)Induktivní (předložíte žákům věty, ve kterých se vyskytuje daný gramatický jev
a pomocí několika příkladů a otázek žáky přimějete k vlastnímu rozboru a vyřešení)
3. ročník 4. ročník 5. ročníka) induktivní a) induktivní a) induktivníb) deduktivní b) deduktivní b) deduktivníc) kombinace c) kombinace c) kombinace
9. Jaké nevýhody spatřujete v těchto metodách?Deduktivní ………………………………………………………………….Induktivní …………………………………………………………………..
10. Pokud používáte induktivní metodu, stalo se Vám někdy, že chtěl žák vědět proč to tak je a dožadoval se vysvětlení gramatiky?a) anob) nePokud ANO, jak jste reagoval(a)? …………….………………………….
11. Používáte při výuce nějaké další materiály k procvičení gramatiky?a) anob) nePokud ANO, jaké?…………………………………………………………..
12. Používáte nějaké hry?a) anob) nePokud ANO, jaké? …………………………………………………………..
13. Jste spokojena s rozsahem gramatiky v dané učebnici (úrovni)?3.třída 4.třída 5.třídaa) ano a) ano a) anob) ne b) ne b) nec) částečně c) částečně c) částečněKomentář: …………………………………………………………………..
14. Při probírání nové gramatiky používáte ČJ nebo AJ?3.třída 4.třída 5. třídaa) pouze AJ a) pouze AJ a) pouze AJb) pouze ČJ b) pouze ČJ b) pouze ČJc) kombinaci AJ s ČJ c) kombinace AJ s ČJ c) kombinace AJ s ČJKomentář: ……………………………………………………………………
Moc Vám děkuji za vyplnění dotazníku.
The translated questionnaire
My name is Renata Páleníková and I am a student at Palacky University
in Olomouc, Faculty of Education, Teaching for primary schools and English,
currently in the fourth year. I would be most grateful if you could fill
in the questionnaire which will help me to complete my diploma project.
1. Where do you teach?
a) In the country
b) In the city
2. At what type of school do you teach?
a) State school
b) Private school
c) Alternative school
d) Church school
3. In which class do you teach English?
a) 3rd
b) 4th
c) 5th
4. What qualification do you have for teaching English at primary school?
a) Magister’s degree - foreign language teaching at primary schools
b) Magister’s degree – foreign language teaching at lower secondary schools
c) University requalifiers
d) Requalifiers
e) No qualification
f) Different qualification: …………………………………………………….
5. How long have you been teaching English at primary school?
a) Up to 5 years
b) Up to 10 years
c) More than 10 years
6. Which course book do you use?
3rd grade:
4th grade:
5th grade:
7. What is your attitude towards English grammar in your lessons?
3rd grade: 4th grade: 5th grade:
a) Very important a) Very important a) Very important
b) Important b) Important b) Important
c) Not very important c) Not very important c) Not very important
d) Not important at all d) Not important at all d) Not important at all
Comments: ……………………………………………………………………….
8. Do you prefer the inductive or the deductive approach for presenting new English
grammar structures?
3rd grade: 4th grade: 5th grade:
a) Inductive a) Inductive a) Inductive
b) Deductive b) Deductive b) Deductive
c) Combination c) Combination c) Combination
9. Do you see any disadvantages in applying the inductive or the deductive way
of grammar teaching?
Inductive: ………………………………………………………………………..
Deductive: ……………………………………………………………………….
10. While using the inductive way of grammar teaching, has it ever happened to you
that a pupil asked for an explanation?
a) Yes
b) No
If so, how did you react?
……………………………………………………………………………………..
11. Do you use any additional materials for practising grammar?
a) Yes
b) No
If so, what type of?
……………………………………………………………………………………
12. Do you play any games for practising grammar?
a) Yes
b) No
If so, what type of?
……………………………………………………………………………………
13. Are you satisfied with the extent of grammar in given textbooks?
3rd grade 4th grade 5th grade
a) Yes a) Yes a) Yes
b) No b) No b) No
c) Partially c) Partially c) Partially
Comments:
14. When explaining grammar, which language do you use?
3rd grade 4th grade 5th grade
a) Only Czech a) Only Czech a) Only Czech
b) Only English b) Only English b) Only English
c) Combination c) Combination c) Combination
Comments: …………………………………………………………………….
Thank you very much for filling in the questionnaire.
Appendix 2:
Table 1: Location of schools
Answer That is Number Per cent
a In the country 0 0
b In the city 40 100
Table 2: Type of schools
Answer That is Number Per cent
a State school 39 97.5
b Private school 0 0
c Alternative school 0 0
d Church school 1 2.5
Table 3: Classes in which the respondents teach English
Answer That is Number Per cent
a 3rd 28 70%
b 4th 27 67.5%
c 5th 27 67.5%
Table 4: Received qualification
Answer That is Number Per cent
a Magister’s degree - foreign language
teaching at primary schools
3 7.5
b Magister’s degree – foreign language
teaching at lower secondary schools
5 12.5
c University requalifiers 0 0
d Requalifiers 30 75
e No qualification 0 0
f Different qualification 2 5
Table 5: The length of FL teaching practice
Answer That is Number Per cent
a Up to 5 years 26 65
b Up to 10 years 8 20
c More than 10 years 6 15
Table 6: Coursebook used
3rd grade 4th grade 5th grade
Coursebook Number Per cent Number
Per cent
Number
Per cent
Angličtina pro
3.ročník (SPN)
5 17.85 3 11.11 1 3.70
Chatterbox 4 14.28 5 18.51 -
Chit Chat 8 28.57 11 40.74 9 33.33
New English
for You
- - - - 3 11.11
Happy House 3 10.71 - - - -
Happy Street - - 2 7.40 - -
Project - - 3 11.11 12 44.44
Start with Click 6 21.42 3 11.11 2 7.40
Zig-Zag Magic 2 7.14 - - - -
Table 7: Attitude towards English grammar
3rd grade 4th grade 5th grade
Answer That is Number Per
cent
Number Per
cent
Number Per
cent
a Very
important
1 3.57 2 7.40 4 14.81
b Important 6 21.42 9 33.33 19 70.37
c Not very
important
13 46.42 16 59.25 4 14.81
d Not important
at all
8 28.57 0 0 0 0
Table 8: Presenting new grammar
3rd grade 4th grade 5th grade
Answer That is Number Per
cent
Number Per
cent
Number Per
cent
a Inductive 16 57.14 8 29.62 7 25.92
b Deductive 7 25 6 22.22 7 25.92
c Combination 5 17.85 13 48.14 13 48.14
Table 9: Need of explanation
Answer That is Number Per cent
a yes 27 67.5
b no 13 32.5
Table 10: Additional materials
Answer That is Number Per cent
a yes 36 90
b no 4 10
Table 11: Using games
Answer That is Number Per cent
a yes 39 97.5
b no 1 2.5
Table 12: Satisfaction with the extent of grammar
3rd grade 4th grade 5th grade
Answer That is Number Per cent Number Per cent Number Per cent
a Yes 23 82.14 23 85.18 22 81.48
b No 2 7.14 0 0 0 0
c Partially 3 10.71 4 14.81 5 18.51
Table 13: Language used
3rd grade 4th grade 5th grade
Answer That is Number Per
cent
Number Per
cent
Number Per
cent
a Only Czech 0 0 0 0 0 0
b Only
English
15 53.57 13 48.14 4 14.81
c Combination 13 46.42 14 51.85 23 85.18
Appendix 3
Teaching countable and uncountable nouns using the classbook Chatterbox 2
Level: beginners (third year of English)Theme: Countable, uncountable nounsAims: to know the usage of some and numbersLanguage: language structures: some flour, two eggs, …Skills: listening, reading, speakingMotivation: Warm up: Simon saysTeaching aids: blackboard (henceforth BB), textbook (henceforth TB), CD player, pictures of foodClassroom management: orderly rowsCoursebook: Chatterbox 2
Procedures
Time
lesson
of
stageActivity
8.00 10 OpeningGood morning, everybody.Simon saysSong – The Hokey Cokey
8.10
8.20
8.30
10
10
10
Main part•Showing pictures → teacher (henceforth T) says the words and pupils (henceforth Ps) repeat: eggs, some flour, some honey, some butter, some cheese, bananas,..T asks: What’s this? » Ps answer: eggs bananasHow many eggs/bananas are there? …you can count it
some flour some honey some milk some butter some cheese …look, there’s no –s!
•Open your TB, page (henceforth pg.) 9.- Listen and read
•Practising a conversation between a shop assistant and a customer Customer: Can I have . . . , please? Shop assisstent: Yes, here you are, Customer: Thank you.
8.40 5 ConclusionTongue twister: Beautiful blue balloons. (say it really fast, say it three times, say it loudly, say it quietly,…)That’s all for today.Goodbye.
(Inspired by Strange, 1989; Lewis, 1999; Samsonová, 1997).
Appendix 4
Teaching ‘have got’, ‘has got’ using the classbook Chit Chat 1
Level: beginners (second year of English)Theme: My friend is a monster - revisionAims: To revise already learnt structures and questions for getting personal information,
be able to respond to various kinds of questions, asking and giving information. Language: language structures: I have got, she/he has gotSkills: speaking, listening, reading, writingMotivation: a ball activityTeaching aids: BB, TB, workbook (henceforth WB), CD playerClassroom management: orderly rowsCoursebook: Chit Chat 1
Procedures
Time
lesson
of
stageActivity
10.55 15 OpeningGreetingBall activity – T: I´ve got two sisters but I haven´t got any brothers. » Pupil (henceforth P)1: She (the T) has got two sisters but she hasn´t got any brothers. I´ve got .....P2: repeats what P1 said and adds something about himself. ...
11.10 20 Main part•Detectives – T writes on the BB: Name:
Age:Favourite colour:Favourite number:
Ps are about to rewrite it twice into their exercise books. They fill in the first series with details of any made-out or real person. T explains the meaning of each title. Ps have to ask the questions to get this piece of information from their classmate. T writes them on the BB.Ps play the detective game to find out who their classmate is.T goes around and reminds Ps they are supposed to use only E, helps them.•T asks pairs of Ps to perform their interview in front of the class.
11.30 9 ConclusionPicture dictation – revision of the structure “have got” and face words. T dictates and Ps draw into their exercise books.T asks some Ps to describe their picture.T asks questions – Has she got long hair? » Ps: Yes, she has.
No, she hasn´t.Pair work – P1 asks the questions » P2 answers.
(Inspired by Shipton, 2002; Lewis, 1999; Samsonová, 1997).
Appendix 5
Using the Total Physical Response in Chit Chat 1
Level: beginners (first year of English)Theme: The Body RapAims: To present body parts and movements, to learn a body song.Language: language structures: clap your hands, wave your arms, kick your legs, stamp your feet, shake your head, shake all over. Skills: speaking, listening, reading, writingMotivation: Warm up - FaceTeaching aids: BB, TB, WB, CD playerClassroom management: orderly rowsCourse book: Chit chat 1
Procedures
Time
lesson
of
stageActivity
10.55 10 OpeningGreetingRevision of words connected to the faceT: draws a face on the BBT: What’s this? » Ps: It’s a face.Ps describe the face by answering the T’s questions.
11.05
11.20
15
10
Main part•Presentation of the body words (body, head, arm, hand, leg, foot).T draws a simplified human body and asks: What’s this? »Ps respond.•T: Close your eyes. – Wipe off one part of body. What’s missing? » P comes to the BB and draws the missing part, then writes it (i.e. LEG) and the whole class reads it. P is in a leading role now: What’s missing? ...•TB p. 34 - Read and say. Describe the picture The aerobic dancer.The Body Rap – T writes collocations on the BB– clap your hands, wave your arms, kick your legs, stamp your feet, shake your head, shake all over.- read and act. T changes the orders more and more quickly to fix the structures.
11.30
11.39
9
1
ConclusionListen and chantThat’s all for today, goodbye.
(Inspired by Shipton, 2002; Lewis, 1999; Samsonová, 1997).
Appendix 6
Practicing structures ‘can’ and ‘can’t’ using the classbook – Chit Chat 2
Level: beginners (second year of English)Theme: Sports time Aims: To revise structures can/can’t Language: language structures: I can/ can’t; short answers No, I can’t/ Yes, I can.Skills: speaking, listening, reading, writingMotivation: sportsTeaching aids: BB, TB, WB, CD playerClassroom management: orderly rowsCoursebook: Chit chat 2
Procedures
Time
lesson
of
stageActivity
10.55 10 OpeningGreetingRevision of sports and abilities – T: Tell me some sports, then write it on the black board.
11.05
11.15
10
15
Main part•Ball activity – T: My name is Renata and I can dance. What about you? (T throws a ball to P1) » P1: My name is Martin and I can....What about you? (passes the ball to P2)Ps can’t repeat the sport or ability already mentioned by their classmates. They can use the words from the BB.•Memory game – Ps have to pay attention and remember what Ps from other 3 groups can do. Ps, one by one, tell what they can do. (use the sport or ability just once).T: What can he do? (pointing to a boy in the first group and asking the second group). » The second group: He can.... If it’s right and grammatically correct, they get a point.
11.30
11.39
9
1
ConclusionIndividual work – Sports time – Ps read and translate the instructions and T explains once again.Write the proper names fitting the sentence according to the table. Answer the questions related to the previous task – the children can / can’t ... i.e. Can Kate skate? .................... » Yes, she can.Setting homework, Goodbye.
(Inspired by Shipton, 2002; Lewis, 1999; Samsonová, 1997).
Appendix 7
Practising short answers and prepositions using the coursebook - Chit Chat 2
Level: beginners (second year of English)Theme: What’s in the house?Aims: To revise structures, prepositionsLanguage: language structures: Is it/Are you ...?; Yes, it is/I am. / No, it isn’t/I am not.Skills: speaking, listeningMotivation: word stepsTeaching aids: BB, TB, WB, CD player, a ball, a bag, a table, a book, a chairClassroom management: orderly rowsCoursebook: Chit chat 2
Procedures
Time
lesson
of
stageActivity
10.55 10 OpeningGreetingWord steps – Revision of range of Ps´ vocabulary.
T writes a word on the BB (i.e. SOFA). Ps are expected to write another word down beginning with the last letter of the previous word (A - APPLE). Ps play the game in pairs for about 2 minutes. T: How many words have you got? » P: We have got ten words.
11.05
11.20
15
10
Main part•Where am I? – T is acting out some actions typical for a particular room, for instance watching TV in the living room, cooking in the kitchen,...and asks: Where am I? » P: Are you in the ...? » T: Yes, I am/ No, I am not.Switch the roles – Ps in a leading role, T is just observing and correcting if necessary.•Prepositions (in, on, under, behind) – T revises prepositions by putting a ball to different positions and asking: Where’s the ball? » Ps: It’s in the bag, on the book, on the chair. •Presenting the new two prepositions (next to, in front of) in the same way – Ps say it in Czech, T repeats in E and Ps repeat in E after her.
11.30
11.39
9
1
ConclusionWhere is it? – P1 is in front of the class, facing the BB. P2 puts the ball/bag/book somewhere. T: Where’s the...? » The rest of the class responds and P1 is supposed to draw it. Class is checking the correctness.That is all for today, goodbye.
(Inspired by Shipton, 2002; Lewis, 1999; Samsonová, 1997).
Appendix 8
Practising ‘I like’, ‘I don’t like’ and short answers using the coursebook – Chit Chat 2
Level: beginners (second year of English)Theme: What’s on TV?Aims: to be able to talk about tv programmesLanguage: language structures: What TV programmmes do you like? I like/don’t like …Skills: reading, speaking, writing, listeningMotivation: TVTeaching aids: BB, TB, WB, CD playerClassroom management: orderly rowsCoursebook: Chit chat 2
Procedures
Time
lesson
of
stageActivity
10.55 10 OpeningGood morning, girls and boys. Sit down.Our topic for today is ‘What’s on TV?’ Open your exercise books. What’s the date today?Let’s start with the new vocabulary. Please, write them down.
11.05
11.10
11.25
5
15
5
Main part•Speaking- T: What TV programmes do you like? Put your hands up if you like …
New phrases: They are great/fantastic/boring. Do you like …? » Yes, I do./No, I don’t.•Open your TB, p. 38.
Superstars are talking about TV programmes they like.Listen carefully a follow the text.Listen and repeat the sentences.Read and act.
•What TV programmes does Kate like? Spike Jet Nick » Ps respond.•Pair work - ask and answer. P1: Do you like (comedies)? P2: No, I don’t. P1: Yes, I do. They’re great.
11.30
11.39
9
1
ConclusionGroup work - groups of 4 and each of you should write at least 3 names of some TV programmes. Then the others guess to which category they belong to.OK, that’s all for today. Goodbye.
(Inspired by Shipton, 2002; Lewis, 1999; Samsonová, 1997).
Appendix 9
Practising the verb to be using the coursebook – Start with Click 1
Level: beginners (second year of English)Theme: My houseAims: to practise the verb ‘to be’ and vocabulary related to the houseLanguage: language structures: to beSkills: listening, reading, speaking, writingMotivation: a poster of a houseTeaching aids: BB, TB, CD player, a posterClassroom management: orderly rowsCoursebook: Start with Click 1
Procedures
Time
lesson
of
stageActivity
12.45 10 Opening Good afternoon, children.•Ball activity – P1 throws the ball to P2 and says the sentence: My name is . . . and . . . is my friend.•Association game – T starts: staircase » Ps one by one say word that links to the previous one ( the topic is House).
12.55
13.0013.10
5
1015
Main part•Talking about a picture – My house. Ps describe what they can see in it.•Miming game – Where am I? T is acting out some actions typical for a particular room, for instance watching TV in the living room, cooking in the kitchen,...and asks: Where am I? » P: Are you in the ...? » T: Yes, I am/ No, I am not.Switch the roles – P in a leading role, T is just observing and correcting if necessary.•Student’s book, p. 37, exercise 4 – listening
- open your exercise book and write today´s date- copy these sentences in your exercise book:
Click is in the garden/garage.Their house is in the village/town.Bud is in the garden/garage. …
- listen and underline the corect word.13.25 5 Conclusion
Setting homework.It’s nearly time to finish. Please put all your things in your bag.Goodbye.
(Inspired by Šádek, 2002; Lewis, 1999; Samsonová, 1997).
LIST OF ABBREVIATIONS
Blackboard BB
Foreign language FL
For example i.e.
Page pg
Pupil P
Pupils Ps
The first pupil P1
The second pupil P2
Teacher T
Textbook TB
Workbook WB
RESUME
Obsah diplomové práce vyplývá z vytyčených cílů, jež spočívaly
v prozkoumání situace na základních školách v Olomouckém kraji, a to
z hlediska výuky anglické gramatiky na prvním stupni základních škol,
a v analýze učebnic. Diplomová práce je členěna na teoretickou a praktickou
část.
V teoretické části jsou zahrnuty poznatky týkající se dítěte mladšího
školního věku, anglické gramatiky, výuky cizího jazyka a gramatiky u dětí
na prvním stupni základních škol.
V praktické části jsem se zabývala výzkumem, který byl proveden
na základních školách v Olomouci, Prostějově a Přerově a to formou
dotazníkové šetření. Dotazník byl určen učitelům angličtiny na prvním stupni
a obsahoval 14 otázek. Na základě zjištěných dat, které vyplynuly z 40
zodpovězených dotazníků, byly vypracovány procentuální výsledky
a zaznamenány v podobě grafů a tabulek.
Z hlediska výuky angličtiny a anglické gramatiky na prvním stupni
základních škol jsme došli k výsledkům, že většina učitelů vyučuje anglický
jazyk i přes nedostatečnou kvalifikaci a to z důvodu nedostatku aprobovaných
učitelů. Při výuce anglické gramatiky je nejčastěji využívána kombinace
anglického a českého jazyka. Ve třetí třídě převažuje induktivní metoda, zatím
co ve čtvrtých a pátých třídách je tato metoda často kombinována s deduktivní.
Pozitivním zjištěním bylo využívání různých her a přídavných materiálů
k procvičení gramatiky.
Při porovnání učebnic vyplynulo, že probíraná gramatika je v učebnicích
více méně totožná, pouze metody prezentace se liší. Značný rozdíl byl spatřen
ve využití jednojazyčných a dvojjazyčných učebnic.
ANOTACE
Jméno a příjmení: Renata Páleníková
Katedra: Anglického jazyka PdF UP Olomouc
Vedoucí práce: Mgr. Blanka Babická, Ph.D.
Rok obhajoby: 2009
Název práce: Výuka anglické gramatiky na 1. stupni ZŠ
Název v angličtině: Teaching English grammar at primary schools
Anotace práce: Diplomová práce se zabývá výukou anglické gramatiky na prvním stupni ZŠ. V teoretické části jsou popsáni mladší žáci, gramatika a také proces výuky cizího jazyka. Cílem praktické části bylo zjistit zda učitelé angličtiny jsou aprobovaní a jejich přístup k výuce gramatiky. Výsledky výzkumu jsou popsány a učebnice které se nejčastěji používají na prvním stupni jsou analyzovány z gramatického hlediska.
Klíčová slova: Mladší žáci, gramatika, induktivní metoda, deduktivní metoda, učebnice
Anotace v angličtině: My diploma thesis deals with teaching grammar at primary schools. In the theoretical part, young learners, grammar and the process of teaching English as a foreign language are described. The objectives of the practical part were to find out whether foreign language teachers at primary schools have an adequate qualifications and their attitude towards grammar teaching. The outcomes from the research are described and analysis of coursebooks that are most commonly used at primary schools is made.
Klíčová slova v angličtině: Young learners, grammar, inductive approach, deductive approach, coursebooks
Přílohy vázané v práci: Příloha č. 1 – DotazníkPříloha č. 2 – TabulkyPříloha č. 3 – Příprava na hodinu (počitatelná, nepočitatelná podstatná jména)Příloha č. 4 – Příprava na hodinu (have got/ has got)Příloha č. 5 – Příprava na hodinu (TPR)Příloha č. 6 – Příprava na hodinu (can/ can’t)Příloha č. 7 – Příprava na hodinu (krátké odpovědi, předložky)Příloha č. 8 – Příprava na hodinu (like/ don’t like)Příloha č. 9 – Příprava na hodinu (to be)
Rozsah práce: 72
Jazyk práce: Angličtina
