UNIVERZITA PALACKHO V OLOMOUCI Pedagogick fakulta Katedra anglickho jazyka

RENATA PLENKOV V. ronk prezenn studium

Obor: Uitelstv pro 1. stupe Z a anglick jazyk pro 1. stupe Z

TEACHING ENGLISH GRAMMAR AT PRIMARY SCHOOLS

Diplomov prce

Vedouc prce: Mgr. Blanka Babick, Ph.D.

OLOMOUC 2009

Prohlauji, e jsem diplomovou prci vypracovala samostatn a pouila jen uvedench pramen a literatury. V Olomouci 18. 3. 2009 . vlastnorun podpis

I am very grateful to my supervisor, Mgr. Blanka Babick, 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..............................................................................................7 I THEORETICAL PART......................................................................................9 1 CHARACTERISTICS OF YOUNG LEARNERS......................................................9 1.1 PHYSICAL DEVELOPMENT..........................................................................9 1.2 COGNITIVE DEVELOPMENT......................................................................10 1.3 LANGUAGE DEVELOPMENT......................................................................10 1.4 SOCIAL DEVELOPMENT............................................................................10 1.5 EMOTIONAL DEVELOPMENT.....................................................................11 2 TEACHING ENGLISH AS A FOREIGN LANGUAGE TO YOUNG LEARNERS............12 2.1 THE ROLE OF MOTIVATION......................................................................12 2.2 AIMS AND EXPECTATIONS.......................................................................13 2.3 EXPOSURE TO ENGLISH...........................................................................13 2.4 TEACHER FACTORS.................................................................................14 3 GRAMMAR.................................................................................................15 3.1 THE PLACE FOR GRAMMAR......................................................................15 3.2 ATTITUDES TO GRAMMAR........................................................................15 3.2.1 Arguments in favour of teaching grammar......................................................17 3.2.2 Arguments against teaching grammar.............................................................18 3.3 METHODS...............................................................................................20 3.4 APPROACHES TO TEACHING GRAMMAR....................................................21 3.4.1 The inductive approach....................................................................................21 3.4.2 The deductive approach...................................................................................23

3.4.2.1 Rule explanation.....................................................................................................24

4 ORGANISATION OF GRAMMAR TEACHING....................................................27 4.1 PRESENTATION.......................................................................................27 4.1.1 Presenting grammatical items.........................................................................27 4.1.2 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 PART.......................................................................................37 6 RESEARCH.................................................................................................38 6.1 HYPOTHESES..........................................................................................38 6.2 DESCRIPTION OF THE RESEARCH.............................................................39 6.3 DATA PRESENTATION AND EVALUATION...................................................40 6.4 CONCLUSION..........................................................................................55

7 ANALYSIS OF COURSEBOOKS USED AT PRIMARY SCHOOLS..........................57 7.1 CHATTERBOX..........................................................................................57 7.2 CHIT CHAT..............................................................................................60 7.3 START WITH CLICK..................................................................................64 7.4 PROJECT.................................................................................................66 CONCLUSION................................................................................................68 BIBLIOGRAPHY.............................................................................................69 RESUME.......................................................................................................91 ANOTACE.....................................................................................................92

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, Prostjov and Perov. 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 its remarkable generativity, features its of the young and mind its its

adventurousness,

resourcefulness

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 (Plevov, 2006, p 27; aka, 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 (imkovkov 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 childs 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 (Matjek; Pokorn, 1998, p. 78-93).

1.1 Physical development

The growth of young learners is mostly balanced. According

to Matjek; Pokorn (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 & Krejov (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 (Trpiovsk, 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 (Trpiovsk, 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 childrens basic communication abilities in English. Encouraging enjoyment and motivation. Promoting learning about other cultures. Developing childrens cognitive skills. Developing childrens 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 childrens 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 Learners 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 childrens foreign language learning. There are many opinions, including L. Cameron, who states that grammar certainly has a place in childrens 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 of grammar, so indicates called that we are born with It universal explains principles similarities universal grammar.

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 and encourages Language the Teaching foreign is a learner-centred through a method learning language 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, patternrecognition). 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 kouil, ale pestal ped 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 kou krabiku cigaret denn. 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 the learners.

to

Harmer

(1991,

p.

18)

presentation

is

the

stage

at which form, meaning and use of a new part of language are introduced 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 teachers 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? Is Jane at home? Are Ben and Tony in the garden? Are you hungry? No, I am not. No, they arent. Yes, she is. No, he isnt.

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. Janes 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) b) like: playing tennis/playing football 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) b) speak: German 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 students 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 1. 2. 3. Favourite fruit When? How often

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) b) Jane ______ a teacher. 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 Ive 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 childs 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

40 35 30 25 20 15 10 5 0 country city

place

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

40 35 30 25 20 15 10 5 0 type of school state school private school alternativ e school church school

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

28 27,8 27,6 27,4 27,2 27 26,8 26,6 26,4 class

3rd 4th 5th

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

30 Mgr - primary 25 Mgr - secondary 20 15 10 None 5 Different 0 qualification University requalifiers Requalifiers

As expected, English lessons are taught by teachers with no adequate qualification. There are only 3 teachers (7.5 %) who have a Magisters degree for foreign language teaching at primary school. Although 5 teachers (12.5 %) have got a higher education (Magisters 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

30 25 20 15 10 5 0 lenght of FL teaching up to 5 years up to 10 years more than 10 years

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

12
Anglitina pro 3.ronk

10 8 6 4 2 0 3rd grade 4th grade 5th grade

Chatterbox Chit Chat New English for You Happy House Happy Street Project Start with Click Zag-Zag Magic

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 Anglitina pro 3.ronk (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

20 18 16 14 12 10 8 6 4 2 0 3rd grade 4th grade 5th grade

very important important not very important not important at all

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

16 14 12 10 8 6 4 2 0 3rd grade 4th grade 5th grade

inductive deductive combination

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

30 25 20 15 10 5 0 need of explanation yes no

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

40 35 30 25 20 15 10 5 0 yes no

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
40 35 30 25 20 15 10 5 0 yes no

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 Teachers book, Grammar games book, Anglitina pln 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

25 20 15 10 5 0 3rd grade 4th grade 5th grade

yes

no

partially

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 There is a need to prepare additional materials (Hello of Czech grammar (Start with Click 1). Kids!).

The textbook is more suitable for younger children, there is

not much grammar (Zig Zag Magic).

Fourth grade: Fifth grade: Grammar is too difficult for the pupils (Project 1). There is a need to prepare additional materials to revise Considerably out of date. Grammar is not well arranged and Lack of exercises for individual work and for practising it is written in English (Chatterbox 1). grammar (Chit Chat 1).

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

25 20 15 10 5 0 3rd grade 4th grade 5th grade

only Czech

only English

combination

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 students 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 the and different book, puzzles. which The gives course the book is supplemented with activity 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 names / Im and questions Whats 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 (dont 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 isnt.). 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 oclock.) 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. all Chit four Chat language is a monolingual, listening, two-level reading, course writing and introduces skills:

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 Whats your name?, My names / Im Units 1, 2 and 3 deal with indefinite articles (a red pen, its a dog) and questions How old are you? / Whats your favourite colour? / What colours the ?.

In the fourth unit, pupils learn to express their feelings, using the adjectives (Im 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 dont 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 isnt) 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 cant 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. Shes 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, dont 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: Its green and its 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 cant. 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 dont 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. Pupils 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 Whats your name? My name is . How are you? Im 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 cant are introduced when talking about abilities. Learners say what they can do or cannot do. E.g. I can ski./ I cant run fast. Questions and short answers are included too. Finally, the eighth theme is focused on structures I like/ I dont like (dek; Karskov, 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 teachers 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 Englishspeaking 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 cant 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, Prostjov and Perov 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 Teachers Guide to Grammar. Oxford : Oxford University Press, 2001. 163 s. ISBN 9780199214488. AKA, Otto. Psychologie duevnho vvoje dt a dospvajcch s factory optimalizace. Brno: Nakladatelstv Doplnk, 2000. 377 s. ISBN 8072390600. HALLIWELL, Susan. Teaching English in the Primary Classroom. London: Longman Group UK Limited, 1992. 169 s. ISBN 0582071097. HARMER, Jeremy. Teaching and Learning Grammar. London: Longman, 1991. 71 s. ISBN 058274623X . HORNBY, Albert Sydney. Oxford Advanced Learners Dictionary. 6 th edition. Oxford: Oxford University Press, 2000. 1422 s. ISBN 019431510X. HUTCHINSON, Tom. Project. Students Book 1. Oxford: Oxford University Press, 1999. 79 s. ISBN 019436514X. LANGMEIER, Josef; KREJOV, Dana. Vvojov psychologie. Praha: Grada Publishing, 1998. 343 s. ISBN 807169195X. LEWIS, Gordon. Games for children. Oxford: Oxford University Press, 1999. 145 s. ISBN 0194372243. MATJEK, Zdenk; POKORN, Marie. Radosti a strasti. Jinoany: Nakladatelstv a vydavatelstv H+H, 1998. 205 s. ISBN 8086022218.

NIXON, Caroline; TOMLINSON, Michael. Primary Activity Box. Cambridge: Cambridge University Press, 2001. 128 s. ISBN 0521779413. PETERSON, Anice; WILLIS, Jane. English through Music. Oxford: Oxford University Press, 2008. 96 s. ISBN 9780194422703. PHILLIPS, Sarah. Young learners. Oxford: Oxford University Press, 1993. 182 s. ISBN 0194371956. PINTER, Annamaria. Teaching Young Language Learners. Oxford: Oxford University Press, 2006. 180 s. ISBN 0194422070. PLEVOV, Irena. Kapitoly z vvojov psychologie. Olomouc: Univerzita Palackho v Olomouci, 2006. 57 s. ISBN 8024414120. SAMSONOV, Colette. 333 npad pro anglitinu. Praha: Portl, s. r. o., 1997. 95 s. ISBN 8071781290. SCOTT, Wendy A.; YTREBERG, Lisbeth H. Teaching English to Children. Harlow: Longman, 1990. 115 s. ISBN 058274606x. 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. SHIPTON, Paul. Chit Chat. Metodick pruka 1. Oxford: Oxford University Press, 2002. 135 s. ISBN 0194378330.

SHIPTON, Paul. Chit Chat. Metodick pruka 2. Oxford: Oxford University Press, 2003. 127 s. ISBN 0194378454. STRANGE, Derek. Chatterbox. Pupils Book 1. Oxford: Oxford University Press, 1994. 60 s. ISBN 0194324311. STRANGE, Derek. Chatterbox. Pupils Book 2. Oxford: Oxford University Press, 1989. 62 s. ISBN 0194324354. DEK, Ji; KARSKOV, Miluka. Start with Click. Pupils book 1. Plze: Fraus, 2002. s. 88. ISBN 8072381474. IMKOV-KOV, Jitka; BINAROV, Ivana; HOLSKOV, Kamila; PETROV, Alena; PLEVOV, Alena; PUGNEROV, Michaela. Pehled vvojov psychologie. Olomouc: Univerzita Palackho v Olomouci, 2008. 175 s. ISBN 9788024421414. THORNBURY, Scott. How to Teach Grammar. Harlow: Pearson Education Ltd., 1999. 182 s. ISBN 0582339324. TRPIOVSK, Dobromila. Vvojov psychologie pro studenty uitelstv. st nad Labem: Pedagogick fakulta Univerzity J.E. Purkyn, 1998. 106 s. ISBN 8070442077. UR, Penny. A Course in Language Teaching, Practice and Theory. Cambridge: Cambridge University Press, 1996. 375 s. ISBN 0521449944. UR, Penny. Grammar Practice Activities. A Practical Guide for Teachers. Cambridge: Cambridge University Press, 1988. 288 s. ISBN 0521338476.

WATTS, Eleonor. Storytelling. Oxford: Oxford University Press, 2006. 88 s. ISBN 0194419762. WEBSITES Bourke, Kenna. Teaching Grammar to Young Learners. [cit. 2009-02-20]. Dostupn z www: <http://www.oup.com/elt/catalogue/guidance_articles/14867483?cc=gb#one>. Chatterbox 1. [cit. 2009-03-07]. Dostupn z www: <http://www.oup.cz/book.php?id=0194324311>. Chatterbox 2. [cit. 2009-03-07]. Dostupn z www: <http://www.oup.cz/book.php?id=0194324354>. Chit Chat 1. [cit. 2009-03-07]. Dostupn z www: <http://www.oup.cz/book.php?id=0194378268>. Chit Chat 2. [cit. 2009-03-07]. Dostupn z www: <http://www.oup.cz/book.php?id=0194378357>. Direct Metod. [cit. 2008-12-29]. Dostupn z www: <http://en.wikipedia.org/wiki/Direct_method_(education)>. Grammar translation. [cit. 2008-12-29]. Dostupn z www: <http://en.wikipedia.org/wiki/Grammar_translation>. Project 1. [cit. 2009-03-26]. Dostupn z www: <http://www.oup.cz/book.php?id=019436514X>.

Rmcov vzdlvac program pro zkladn vzdlvn. [cit. 2008-12-29]. Dostupn z www: < http://www.rvp.cz/soubor/RVPZV_2007-07.pdf >.

Start with Click 1. [cit. 2009-03-07]. Dostupn z www: <http://ucebnice.fraus.cz/start-with-click-new-1-uc/>. Working with young learners. [cit. 2008-12-13]. Dostupn z www: <http://www.ecml.at/documents/reports/AppendixE_Powerpoint.pdf>.

APPENDICES
Appendix 1: The original questionnaire:
Jmenuji se Renata Plenkov a jsem studentkou 4.ronku PdF v Olomouci, obor Uitelstv pro 1.stupe Z a anglick jazyk pro 1.stupe Z. Byla bych Vm velice vdn, kdyby jste vyplnil(a) tento dotaznk, kter mi pome k vypracovn diplomov prce. 1. Ute a) na vesnici b) ve mst 2. Ute na a) sttn kole b) soukrom kole c) alternativn kole d) crkevn kole 3. Kter ronk ute? a) 3. b) 4. c) 5. 4. Jakou mte aprobaci pro vuku anglickho jazyka na 1. stupni Z? a) V vuka AJ pro 1.st.Z b) V vuka AJ pro 2.st.Z c) V roziujc studium d) roziujc kurzy e) dnou f) jinou . 5. Jak dlouho ute anglick jazyk na 1. stupni Z? a) do 5-ti let b) do 10-ti let c) 10 let a vce 6. 3. 4. 5. Jakou uebnici pouvte? ronk ronk ronk

7. Jak je podle Vs dleit gramatika v hodinch anglickho jazyka? 3. ronk 4. ronk 5. ronk a) velmi dleit a) velmi dleit a) velmi dleit b) dleit b) dleit b) dleit c) ne moc dleit c) ne moc dleit c) ne moc dleit d) vbec nen dleit d) vbec nen dleit d) vbec nen dleit Koment: .

8. Pouvte deduktivn nebo induktivn vklad gramatiky? Deduktivn (nejprve provedete vklad gramatiky, uvedete pklady a ci podle danho pravidla tvo vty) Induktivn (pedlote km vty, ve kterch se vyskytuje dan gramatick jev a pomoc nkolika pklad a otzek ky pimjete k vlastnmu rozboru a vyeen) 3. ronk a) induktivn b) deduktivn c) kombinace 4. ronk a) induktivn b) deduktivn c) kombinace 5. ronk a) induktivn b) deduktivn c) kombinace

9. Jak nevhody spatujete v tchto metodch? Deduktivn . Induktivn .. 10. Pokud pouvte induktivn metodu, stalo se Vm nkdy, e chtl k vdt pro to tak je a doadoval se vysvtlen gramatiky? a) ano b) ne Pokud ANO, jak jste reagoval(a)? .. 11. Pouvte pi vuce njak dal materily k procvien gramatiky? a) ano b) ne Pokud ANO, jak?.. 12. Pouvte njak hry? a) ano b) ne Pokud ANO, jak? .. 13. Jste spokojena s rozsahem gramatiky v dan uebnici (rovni)? 3.tda 4.tda 5.tda a) ano a) ano a) ano b) ne b) ne b) ne c) sten c) sten c) sten Koment: .. 14. Pi probrn nov gramatiky pouvte J nebo AJ? 3.tda 4.tda 5. tda a) pouze AJ a) pouze AJ a) pouze AJ b) pouze J b) pouze J b) pouze J c) kombinaci AJ s J c) kombinace AJ s J c) kombinace AJ s J Koment: Moc Vm dkuji za vyplnn dotaznku.

The translated questionnaire

My name is Renata Plenkov 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) 3 rd b) 4 th c) 5 th 4. What qualification do you have for teaching English at primary school? a) Magisters degree - foreign language teaching at primary schools b) Magisters 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? 3 rd grade: 4 th grade: 5 th grade: 7. What is your attitude towards English grammar in your lessons? 3 rd grade: a) Very important b) Important c) Not very important d) Not important at all 4 th grade: a) Very important b) Important c) Not very important d) Not important at all 5 th grade: a) Very important b) Important c) Not very important d) Not important at all

Comments: . 8. Do you prefer the inductive or the deductive approach for presenting new English grammar structures? 3 rd grade: a) Inductive b) Deductive c) Combination 4 th grade: a) Inductive b) Deductive c) Combination 5 th grade: a) Inductive b) Deductive 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? 3 rd grade a) Yes b) No c) Partially Comments: 14. When explaining grammar, which language do you use? 3 rd grade a) Only Czech b) Only English c) Combination 4 th grade a) Only Czech b) Only English c) Combination 5 th grade a) Only Czech b) Only English c) Combination 4 th grade a) Yes b) No c) Partially 5 th grade a) Yes b) No c) Partially

Comments: .

Thank you very much for filling in the questionnaire.

Appendix 2:

Table 1: Location of schools Answer a b That is In the country In the city Number Per cent 0 40 0 100

Table 2: Type of schools Answer That is a b c d State school Private school Alternative school Church school Number Per cent 39 0 0 1 97.5 0 0 2.5

Table 3: Classes in which the respondents teach English Answer That is Number Per cent a b c 3 rd 4 th 5 th 28 27 27 70% 67.5% 67.5%

Table 4: Received qualification

Answer a

That is Magisters degree - foreign language teaching at primary schools

Number 3

Per cent 7.5

Magisters degree foreign language teaching at lower secondary schools

12.5

c d e f

University requalifiers Requalifiers No qualification Different qualification

0 30 0 2

0 75 0 5

Table 5: The length of FL teaching practice

Answer a b c

That is Up to 5 years Up to 10 years More than 10 years

Number 26 8 6

Per cent 65 20 15

Table 6: Coursebook used 3 rd grade Coursebook Anglitina pro 3.ronk (SPN) Chatterbox Chit Chat New English for You Happy House Happy Street Project Start with Click Zig-Zag Magic Number 5 4 8 3 6 2 Per cent 17.85 14.28 28.57 10.71 21.42 7.14 4 th grade Numbe r 3 5 11 2 3 3 Per cent 11.11 18.51 40.74 7.40 11.11 11.11 5 th grade Numbe r 1 9 3 12 2 Per cent 3.70

33.33 11.11 44.44 7.40 -

Table 7: Attitude towards English grammar 3 rd grade Answer That is a b c d Very important Important Not very important Not important at all 8 28.57 0 0 0 0 Number Per cent 1 6 13 3.57 21.42 46.42 2 9 16 4 th grade Number Per cent 7.40 33.33 59.25 4 19 4 5 th grade Number Per cent 14.81 70.37 14.81

Table 8: Presenting new grammar 3 rd grade Answer That is Number Per cent a b c Inductive Deductive Combination 16 7 5 57.14 25 17.85 8 6 13 4 th grade Number Per cent 29.62 22.22 48.14 7 7 13 5 th grade Number Per cent 25.92 25.92 48.14

Table 9: Need of explanation Answer That is Number Per cent a b yes no 27 13 67.5 32.5

Table 10: Additional materials Answer a b That is yes no Number 36 4 Per cent 90 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 3 rd grade Answer That is a b c Yes No Partially 4 th grade 5 th grade

Number Per cent Number Per cent Number Per cent 23 2 3 82.14 7.14 10.71 23 0 4 85.18 0 14.81 22 0 5 81.48 0 18.51

Table 13: Language used 3 rd grade Number Per 0 15 13 cent 0 53.57 46.42 4 th grade Number Per 0 13 14 cent 0 48.14 51.85 5 th grade Number Per 0 4 23 cent 0 14.81 85.18

Answer That is a b c Only Czech Only English Combination

Appendix 3 Teaching countable and uncountable nouns using the classbook Chatterbox 2

Level: beginners (third year of English) Theme: Countable, uncountable nouns Aims: to know the usage of some and numbers Language: language structures: some flour, two eggs, Skills: listening, reading, speaking Motivation: Warm up: Simon says Teaching aids: blackboard (henceforth BB), textbook (henceforth TB), CD player, pictures of food Classroom management: orderly rows Coursebook: Chatterbox 2 Procedures
Time of

lesson stage 8.00 10

Activity Opening Good morning, everybody. Simon says Song The Hokey Cokey 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: Whats this? Ps answer: eggs bananas How many eggs/bananas are there? you can count it some flour some honey some milk some butter some cheese

8.10

10

8.20 8.30

10 10

look, theres no s!

8.40

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. Conclusion Tongue twister: Beautiful blue balloons. (say it really fast, say it three times, say it loudly, say it quietly,) Thats all for today.Goodbye.

(Inspired by Strange, 1989; Lewis, 1999; Samsonov, 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 - revision Aims: 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 got Skills: speaking, listening, reading, writing Motivation: a ball activity Teaching aids: BB, TB, workbook (henceforth WB), CD player Classroom management: orderly rows Coursebook: Chit Chat 1 Procedures
Time of

lesson stage 10.55 15

Activity Opening Greeting Ball activity T: Ive got two sisters but I havent got any brothers. Pupil (henceforth P)1: She (the T) has got two sisters but she hasnt got any brothers. Ive got ..... P2: repeats what P1 said and adds something about himself. ... 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. Conclusion Picture 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 hasnt. Pair work P1 asks the questions P2 answers.

11.10

20

11.30

(Inspired by Shipton, 2002; Lewis, 1999; Samsonov, 1997). Appendix 5 Using the Total Physical Response in Chit Chat 1

Level: beginners (first year of English) Theme: The Body Rap Aims: 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, writing Motivation: Warm up - Face Teaching aids: BB, TB, WB, CD player Classroom management: orderly rows Course book: Chit chat 1 Procedures
Time of

lesson stage 10.55 10

Activity Opening Greeting Revision of words connected to the face T: draws a face on the BB T: Whats this? Ps: Its a face. Ps describe the face by answering the Ts questions. Main part Presentation of the body words (body, head, arm, hand, leg, foot). T draws a simplified human body and asks: Whats this? Ps respond. T: Close your eyes. Wipe off one part of body. Whats 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: Whats 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. Conclusion Listen and chant Thats all for today, goodbye.

11.05

15

11.20

10

11.30 11.39

9 1

(Inspired by Shipton, 2002; Lewis, 1999; Samsonov, 1997). Appendix 6 Practicing structures can and cant using the classbook Chit Chat 2

Level: beginners (second year of English) Theme: Sports time Aims: To revise structures can/cant Language: language structures: I can/ cant; short answers No, I cant/ Yes, I can. Skills: speaking, listening, reading, writing Motivation: sports Teaching aids: BB, TB, WB, CD player Classroom management: orderly rows Coursebook: Chit chat 2 Procedures
Time of

lesson stage 10.55 10

Activity Opening Greeting Revision of sports and abilities T: Tell me some sports, then write it on the black board. 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 cant 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 its right and grammatically correct, they get a point. Conclusion Individual 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 / cant ... i.e. Can Kate skate? .................... Yes, she can. Setting homework, Goodbye.

11.05

10

11.15

15

11.30

11.39

(Inspired by Shipton, 2002; Lewis, 1999; Samsonov, 1997).

Appendix 7 Practising short answers and prepositions using the coursebook - Chit Chat 2

Level: beginners (second year of English) Theme: Whats in the house? Aims: To revise structures, prepositions Language: language structures: Is it/Are you ...?; Yes, it is/I am. / No, it isnt/I am not. Skills: speaking, listening Motivation: word steps Teaching aids: BB, TB, WB, CD player, a ball, a bag, a table, a book, a chair Classroom management: orderly rows Coursebook: Chit chat 2 Procedures
Time of

lesson stage 10.55 10

Activity Opening Greeting Word 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. 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: Wheres the ball? Ps: Its 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. Conclusion Where is it? P1 is in front of the class, facing the BB. P2 puts the ball/bag/book somewhere. T: Wheres 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.

11.05

15

11.20

10

11.30

11.39

(Inspired by Shipton, 2002; Lewis, 1999; Samsonov, 1997). Appendix 8 Practising I like, I dont like and short answers using the coursebook Chit Chat 2

Level: beginners (second year of English) Theme: Whats on TV? Aims: to be able to talk about tv programmes Language: language structures: What TV programmmes do you like? I like/dont like Skills: reading, speaking, writing, listening Motivation: TV Teaching aids: BB, TB, WB, CD player Classroom management: orderly rows Coursebook: Chit chat 2 Procedures
Time of

lesson stage 10.55 10

Activity Opening Good morning, girls and boys. Sit down. Our topic for today is Whats on TV? Open your exercise books. Whats the date today? Lets start with the new vocabulary. Please, write them down. 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 dont. 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 dont. P1: Yes, I do. Theyre great. Conclusion Group 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, thats all for today. Goodbye.

11.05

11.10

15

11.25 11.30

5 9

11.39

(Inspired by Shipton, 2002; Lewis, 1999; Samsonov, 1997). Appendix 9 Practising the verb to be using the coursebook Start with Click 1

Level: beginners (second year of English) Theme: My house Aims: to practise the verb to be and vocabulary related to the house Language: language structures: to be Skills: listening, reading, speaking, writing Motivation: a poster of a house Teaching aids: BB, TB, CD player, a poster Classroom management: orderly rows Coursebook: Start with Click 1 Procedures
Time of

lesson stage 12.45 10

Activity 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). 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. Students book, p. 37, exercise 4 listening - open your exercise book and write todays 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. Conclusion Setting homework. Its nearly time to finish. Please put all your things in your bag. Goodbye.

12.55 13.00 13.10

5 10 15

13.25

(Inspired by dek, 2002; Lewis, 1999; Samsonov, 1997).

LIST OF ABBREVIATIONS

Blackboard Foreign language For example Page Pupil Pupils The first pupil The second pupil Teacher Textbook Workbook

BB FL i.e. pg P Ps P1 P2 T TB WB

RESUME
Obsah diplomov prce vyplv z vytyench cl, je spovaly v prozkoumn situace na zkladnch kolch v Olomouckm kraji, a to

z hlediska vuky anglick gramatiky na prvnm stupni zkladnch kol, a v analze uebnic. Diplomov prce je lenna na teoretickou a praktickou st. V teoretick sti jsou zahrnuty poznatky tkajc se dtte mladho kolnho vku, anglick gramatiky, vuky cizho jazyka a gramatiky u dt na prvnm stupni zkladnch kol. V praktick sti jsem se zabvala vzkumem, kter byl proveden na zkladnch kolch v Olomouci, Prostjov a Perov a to formou dotaznkov eten. Dotaznk byl uren uitelm anglitiny na prvnm stupni a obsahoval 14 otzek. Na zklad zjitnch dat, kter vyplynuly z 40 zodpovzench dotaznk, byly vypracovny procentuln vsledky a zaznamenny v podob graf a tabulek. Z hlediska vuky anglitiny a anglick gramatiky na prvnm stupni zkladnch kol jsme doli k vsledkm, e vtina uitel vyuuje anglick jazyk i pes nedostatenou kvalifikaci a to z dvodu nedostatku aprobovanch uitel. Pi vuce anglick gramatiky je nejastji vyuvna kombinace anglickho a eskho jazyka. Ve tet td pevauje induktivn metoda, zatm co ve tvrtch a ptch tdch je tato metoda asto kombinovna s deduktivn. Pozitivnm zjitnm bylo vyuvn rznch her a pdavnch materil k procvien gramatiky. Pi porovnn uebnic vyplynulo, e probran gramatika je v uebnicch vce mn toton, pouze metody prezentace se li. Znan rozdl byl spaten ve vyuit jednojazynch a dvojjazynch uebnic.

ANOTACE
Jmno a pjmen: Katedra: Vedouc prce: Renata Plenkov Anglickho jazyka PdF UP Olomouc Mgr. Blanka Babick, Ph.D.

Rok obhajoby: Nzev prce: Nzev v anglitin: Anotace prce:

2009 Vuka anglick gramatiky na 1. stupni Z Teaching English grammar at primary schools Diplomov prce se zabv vukou anglick gramatiky na prvnm stupni Z. V teoretick sti jsou popsni mlad ci, gramatika a tak proces vuky cizho jazyka. Clem praktick sti bylo zjistit zda uitel anglitiny jsou aprobovan a jejich pstup k vuce gramatiky. Vsledky vzkumu jsou popsny a uebnice kter se nejastji pouvaj na prvnm stupni jsou analyzovny z gramatickho hlediska. Mlad ci, gramatika, induktivn metoda, deduktivn metoda, uebnice 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. Young learners, grammar, inductive approach, deductive approach, coursebooks Ploha . 1 Dotaznk Ploha . 2 Tabulky Ploha . 3 Pprava na hodinu (poitateln, nepoitateln podstatn jmna) Ploha . 4 Pprava na hodinu (have got/ has got) Ploha . 5 Pprava na hodinu (TPR) Ploha . 6 Pprava na hodinu (can/ cant) Ploha . 7 Pprava na hodinu (krtk odpovdi, pedloky) Ploha . 8 Pprava na hodinu (like/ dont like) Ploha . 9 Pprava na hodinu (to be) 72 Anglitina

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