1.

INTRODUCTION
I have always been interested in alternative and untraditional ways of teaching, since they have not been used for long ti e in current educational syste s at !ri ary and secondary schools. I thin" that so e of the alternative a!!roaches and using at least so e of the ethods in !ractise. I was fascinated by the ethods in y teaching. are as really !rofitable and useful. I gained so e e#!erience abroad, where I saw well as with the results. $ince that ti e, I a trying to get !roficient in

Therefore I decided to loo" closely at one of the alternative ways, use of authentic but also aterials. I thin" that they are underesti ated. I believe that if ore, %nglish teaching would be not only ore effective, ore interesting. y di!lo a thesis, I a going to e#!lore literature they were used

In the first !art of

dealing with usage of authentic

aterials and with so e other i !ortant

co !onents that should be included in teaching language which are so ehow connected with authenticity. In the second !art of this wor", I a going to describe y teaching !ro&ect. aterials into

I created it es!ecially for trying to i !le ent authentic

teaching at higher !ri ary school in the C'ech Re!ublic. There are three !ro&ects with three different classes of different levels. I will also describe the results. It is y first o!!ortunity to use y ideas in !ractise. I will wor" under e to discard y unrealistic ideas, if definitely y ne#t

e#!erienced teachers, who can hel! there were so e and give gain a good base for going to use so e of !ractice.

e so e valuable !ieces of advice. I ho!e to

y future teaching career, because I a

y ideas, which will show u! to be good, in

(. )UT*%NTIC +)T%RI),$
Authentic Materials: An Overview -(..(/ by )le&andro 0. +artine' deals with the ter authentic aterials itself and with advantages and disadvantages of their use as well as !ossible sources of the . )uthentic aterials1 Sometimes called authentic or contextualized, real-

life materials are those that a student encounters in everyday life but that weren t created for educational !ur!oses" #hey include news!a!ers, ma$azines, and %eb sites, as well as driver s manuals, utility bills, !ill bottles, and clothin$ labels"& +artine' genuine entions 2iddowson3s differentiation between authentic and aterials. )uthentic aterials are aterials created for native s!ea"er and design. In other aterials are

of the language and use in a class in its original for authentic

words, they are not changed in any way. 2hereas genuine headlines etc. +artine' listed following !luses and )dvantages1 4 4 4 4 4 4 4 $tudents are e#!osed to real language There is factual ac5uisition fro )uthentic aterials ost of the Te#tboo"s do not include inaccurate language ay be ins!irational for so e students One !iece of te#t They can inuses1

aterials ada!ted for a class, e. g. &u bled !aragra!hs, cut out

ay be used for various activities and tas"s

There is a wide choice of styles, genres and for ality in authentic te#ts otivate students to read for !leasure

Disadvantages1 4 4
1

)uthentic te#ts The vocabulary

ay be difficult to understand because of a culture ga! ay be not e#actly what the students need

+)RTIN%6, )le&andro. Authentic Materials: An Overview 7online8. +e#ico City1 (..(. )vailable at 9www:.telus.net;linguisticsissues;authenticmaterials.ht l<

4 4 4 4

They are rather difficult for beginners =re!aration of the te#ts and activities is often de anding and ti e consu ing There are The any various accents and dialects in listenings aterials beco e outdated 5uic"ly -news/

$ources of authentic
News!a!ers, enus,

aterials
aga'ines, the Internet, T> !rogra s, ovies, CDs,

songs, brochures, co ics, literature -novels, !oe s and short stories/, catalogues, leaflets, tic"ets, !ostcards, bills, recei!ts, wra!!ings, reci!es, business cards, labels, sta !s, etc.

2here to get authentic

4 4 the Internet library

aterials

There is usually an %nglish de!art ent in every city or university library. There can be found not only boo"s, but also 4 a foreign country aterials. aga'ines and usic.

2hen visiting an %nglish s!ea"ing country, one should thin" about the great o!!ortunity to get authentic

Difficultness
On ?ritish Council web !ages, there are described so e as!ects of using authentic aterials. One of the is difficultness of such aterials. There is said aterial according to that they are difficult, but that is the !oint. +oreover, the tric" is to set the tas" according to the level of the students, not to choose the the students3 level. *owever, for lower levels are suitable leaflets, enus, ti etables, video and aterials

audio advertise ents, short re!orts, short news. The tas"s should be rather si !le and vocabulary should be introduced in advance. %#cessive !rogra for inter ediate levels can be longer articles and news or re!orts, whole T> es. The vocabulary should be !re4taught, too. 2ith advanced

students, any authentic

aterial can be used. =re4teaching is not necessary, but

it is good to have so e e#!lanations and definitions !re!ared. Claire @ra sch had a different view on authentic aterials. In her boo"

'ontext and 'ulture in (an$ua$e #eachin$ -1AAB/, she devoted one cha!ter to authentic te#ts and conte#ts. $he agrees with 2iddowson3s definition1 )t is !robably better to consider authenticity not as a *uality residin$ in instances of lan$ua$e but as a *uality which is bestowed u!on them, created by the res!onse of the receiver" Authenticity in this view is a function of the interaction between the reader+hearer and the text which incor!orates the intentions of the writer+s!ea,er- Authenticity has to do with a!!ro!riate res!onse". )s an e#a !le, she entions a 0er an enu, which would not be authentic

te#t if it was used in an %nglish lesson to !ractice reading !rices or learning ad&ective endings. It would be an authentic !iece of te#t if it was used as a 0er an enu.

Ne#t she says that cultural co !etence does not include the obligation to behave according to conventions of given s!eech co unity and that we should not want our student to behave li"e so ebody else or !lagiari'e behavioural !atterns. ?ehaving li"e so eone else is not a guarantee that the co unity that s!ea"s the language will acce!t the !erson.

@ra sch, Claire. 'ontext and 'ulture in (an$ua$e #eachin$" O#ford University =ress, 1AAB.

!. 1CD

: . =ROF%CT$
In )ntroduction to /ro0ect %or, -1AA(/ by To *utchinson, s!ecifics of

!ro&ect wor"ing are described. ) !ro&ect is a result of hard wor", because the authors have to find infor ation for their !ro&ect, get !ictures or draw so e, a"e a draft containing their ideas, then !ut everything together and co !lete the te#t, the result of which is a !resentation. GA !ro0ect is an extended !iece of wor, on a !articular to!ic where the content and the !resentation are determined !rinci!ally by the learners"1 The teacher can !rovide the to!ic, but the authors decide the selves what e#actly are they going to write and how will they !resent it. ?ecause a !ro&ect is a creative tas", it is also !ersonal. The reason for doing !ro&ect wor" are based on the fact that there is a strong co co unicative as!ect, which enables the students to use the language in unicative a!!roach are a concern for otivation, a concern for relevance otivation. so ething real, not in an artificial e#ercise. =rinci!al ele ents of and a concern for educational values. +otivation is a crucial "ey for successful learning. =ro&ect wor" is es!ecially useful for develo!ing !ositive )s

entioned above, !ro&ects are !ersonal. The students write about their lives,

their fa ilies, their cities or their researches into to!ics that interest the . ?ecause of such !ersonal a!!roach, both sense of the !ro&ect and its !resentation are i !ortant for students. =ro&ects are not si ulations. They are real. =ro&ects are also very o!erative. It is actually a !lay. The learners have to collect infor ation, draw !ictures, interviews and surveys and a!s or charts, cut out !ictures, carry out a"e recordings.

*utchinson, To . )ntroduction to /ro0ect %or," O#ford University =ress, 1AA(. !. 1.

Diane =hilli!s, $arah ?urwood and *elen Dunfold say in their !ublication /ro0ects with 2oun$ (earners -(..:/ that !ro&ects develo! children3s whole !ersonality1 4 4 4 4 intellectual s"ills -describing, drawing, i agination, reading, !lanning/ !hysical ; otor s"ills -colouring, !ainting, folding, cutting etc./ a"ing decisions, a!!reciating social s"ills -sharing, coo!eration, individual contributions/ learner inde!endence - a"ing res!onsible choices, getting infor ation, evaluating results/ )ccording to *utchinson, !ro&ect wor" enables all students to !roduce a worthwhile !roduct. Therefore it is highly suitable for i#ed ability classes and for students with s!ecial educational needs. The brighter students can wor" faster while at the sa e ti e, the slower students can wor" in their own !ace and !roduce so ething they can be !roud of. They can use co !ensate their language i !erfection. The advantages of !ro&ects according to =hilli!s, ?urwood and Dunfold are1 4 The !ro&ect focus is on all as!ects of children3s life, not only on their linguistic co !etences. Therefore they can easily relate what they "now fro 4 4 their lives to concrete !roble s. =ro&ects encourage students to be res!onsible for their wor" and their learning. =ro&ects allow students with different co !etences coo!erate when wor"ing out the !ro&ect. It is a "ind of solution for classes. 4 =ersonal involve ent is high, which su!!ort students3 further learning. *utchinson says that !ro&ects are good for integration of foreign languages into learner3s co unicative co !etence. G)t encoura$es the use of a wide ran$e of communicative s,ills, enables learners to ex!loit other s!heres of ,nowled$e, and !rovides o!!ortunities for them to write about thin$s that are otivation for i#ed I ability ore visual aid to

im!ortant in their own lives"3 The language used in !ro&ects is ost useful for the in real life.

ore relevant

to studentsJ needs. They can rehearse use of language, which would be the

There is a big culture !art in !ro&ect wor". The learner can not only their own culture, but also e#!lore into foreign cultures and co !are the each other.

ention with

=ro&ect wor" su!!orts inde!endent wor", coo!eration, i agination and self4 disci!line. These are so e of the basic ai s in the Kra ewor" %ducational =rogra ost curricula. Recently, the re5uire ent of cross4curricular learning has been raised and anchored in C'ech e. =ro&ect wor" obviously encourages using "nowledge gained in other sub&ects such as 0eogra!hy, *istory, civics etc. There are also so e disadvantages in !ro&ect wor"ing. Kirstly, there a !roble co ay be ore noise in the classroo when the students are wor"ing out their !ro&ects. *owever, *utchinson clai s that there is not really of noise, but a !roble of control. The teacher has to be able to anage the class during such an alternative way of wor" as well as during on teaching. There will always be so e noise, because the students need ade during to discuss so e thing with their class ates and need to borrow so e tools or boo"s. ?ut it is a natural noise, which is co !arable with noise co teacher can be even noisier. $econdly, ti e grou! wor", anage ent is definitely a thing to consider. If a !ro&ect is a ust be done at school. ?ut students can wor" outside on teaching1 teacher3s strong voice or whole class re!eating after the

ost of it

the class, too. They can have so e !artial or individual tas"s to wor" out. ,astly, the teacher has to decide whether he !refers the students to s!ea" only %nglish all the ti e or whether they can use their *utchinson says that is does not
E

other tongue, too. other tongue. 2e

atter when they use

*utchinson, To . )ntroduction to /ro0ect %or," O#ford University =ress, 1AA(. !. 1(

should rather consider its wor"ing it out.

erits than to see it as a !roble . The !roduct will be other tongue during

%nglish anyway, so we can allow the learners to use their

Kor teachers, !ro&ect wor" has a wide use. It is a fle#ible ages.

ethodology, which

can be a!!lied on every level e#ce!t of co !lete beginners. It is suitable for all

The teacher should choose the to!ic according to the age of his students, their interests, level of %nglish, available sources and the a ount of ti e which can be devoted to the !ro&ect.

E. >ID%O
$usan $te !les"i and ?arry To alin suggest in their boo" 4ideo in Action, -1AA./ so e good reasons why to use video in teaching and so e i !ortant and useful !oints to concentrate on.

2hy to use videoL

Kirst of all, it is a big in this case realistic way. $econdly, video often a"es students ore co unicative in target language. otivation. $tudents beco e interested faster when e#!eriencing the language in a lively and a using was, i. e. through !ictures, oving !ictures -fil s, docu ents, broadcasting etc./. In co bination with sounds, video inter!rets the language in a co !rehensive and

Thirdly, non I verbal as!ects of co co

unication are !resented, too. Robert

+erabian, the ) erican !sychologist, said that D. !ercent of hu an unication is non4verbal. Our e#!ressions, gestures, !osture and clothing otion on a video. o ent he wants to and discuss it with is e5ual to what we say. 2e can see those as!ects in +oreover, the teacher can free'e any the students. Kinally, cross4cultural co !arison is an indivisible feature of authentic aterials. Observing differences in culture is essential for understanding other nations. )wareness of cultural bac"ground is i !ortant in learning a language. Therefore it is essential to highlight cultural habits, too.

2hen to use video

$te !les"i and To alin say that video can be used at any level. It can be used as a su!!le entary aterial ti e to ti e, e. g. one a wee", or it can be a !art of otivating otivation every lesson if the course is based on it. ?ecause video is a highly devise, it is useful for beginners and ele entary levels as the good at the beginning is crucial.

Usage of video de!ends, of course, on sources, technical e5ui! ent and a ount of ti e, which can be devoted to it.

2hat to focus on
Active viewing The students should be actively involved when watching. They should "now in advance what are they going to watch before they get so e tas"s connected with watching. )ctive watching is es!ecially i !ortant in watching reci!es. Vocabulary Revision of vocabulary I students3 vocabulary can be e#ercised and reviewed ?uilding vocabulary I new vocabulary or le#ical units can be introduced and ac5uired fro Grammar Revision of gra 0ra ar I gra ar already "nown to students can be toughen u! atical structures are !resented ar !resentation I certain gra a certain se5uence

Pronunciation $ounds, stress and intonation e#ercises Listening / speaking skills >iewing understanding I co !rehension of visual co !onent ,istening I focus on s!o"en utterances Oral retelling I saying the story orally $!ea"ing I s!o"en !resentation to the to!ic of the se5uence Discussion I discussing the to!ic in a grou! Reading and writing Reading I reading activities connected with the video se5uence Ta"ing notes I ta"ing notes during watching 2riting I su ary writing or creative writing

1.

Cross cultural matters Cultural a!!rehension I cultural concerns, effects Cross I cultural co !arison I co !aring learner3s native culture with culture of the country of which the language are they learning

Testing
%#a ination based on video se5uence There are two ty!es of video %ducative aterial I educative video and authentic video. aterial aterials are CDs and D>Ds which co e together with te#tboo" or es, broadcasting,

which had been created for educative !ur!oses. )uthentic video is !ri arily intended for native s!ea"ers, e. g. T> !rogra news, advertise ents or fil s. $uggestions for lesson !lanning

)ccording to To alin and $te !les"i, it is i !ortant to !re!are the lesson !lan and the aterial thoroughly. It ight be ti e I consu ing, but once it is done, it can be used again ne#t year in other class and other teachers can use it, too. The teacher should consider the needs of his students. 2hen selecting a se5uence, the teacher should choose a suitable !art, which the students will be interested in. They usually do not consider a video to be an educational aterial. It is rather entertain ent for the . If it were a boring se5uence for the , they would not be willing to learn through it. The length should be ade5uate to the length of the lesson, to the level of the students and their age. The shortest se5uence It should be !ossible to use the se5uence for it ay be about thirty seconds long. ore than one activity. Otherwise

ay be waste of ti e. The teacher has to consider his !u!ils3 s"ills carefully.

The level of language in the se5uence should be neither too low nor too high for the . *owever, it is not a crucial !ara eter when choosing a se5uence.

11

The teacher can still !rovide the scri!t and the video will !rovide the conte#t, which is a basic clue to understand it. Ne#t he should consider whether there are the relevant language ite s that he intends to !resent to the students. If his intention is a revision of vocabulary, it is necessary the se5uence to contain it. The teacher is reco ended by the authors to use scri!ts with the video itself what language is used. The video itself will show

as well. *e should use it not only in the lesson, but also during the !re!aration, because it will show hi behaviour and conte#t. The video and the scri!t co !le ent each other. Once the teacher has chosen a se5uence, he wor"sheets. *e ti e, because it transcri!ts of dialogues, co ay need to !re!are so e

ay need and overhead !ro&ector !resentation, e#tra activities, entaries etc. *e should leave hi self a lot of ay be e#tre ely ti e4consu ing.

$o e basic techni5ues for using video

! "ound o## / vision on $silent viewing% This techni5ue can be used to i itate the language activity about ha!!ening on the screen or to concentrate on language !roduction through guessing or !rediction tas"s. &! "ound on / vision o## The !u!ils can guess the characters, setting, conditions etc. '! Pause / #ree(e #rame control 4 4 2ith sound on, the teacher can !ause the starting !oint of every e#change and as" the !u!ils to !redict words or utterances. 2ith sound on, the teacher can !ause i !ortant !revious actions and !redict following ones, too. o ents in the !lot ent on and as" the !u!ils 5uestions about the situation. They can co

1(

The teacher can !ause shots of characters3 faces and the !u!ils can co ent on their facial e#!ressions, their feelings, thoughts etc.

)! "ound and vision on $listening and viewing comprehension% 4 4 4 4 the !u!ils get wor"sheets beforehand and have to fill it in during viewing the !u!ils get wor"sheet after the viewing and have to fill in the correct answers or answer 5uestions etc. the !u!ils are loo"ing for rhy es ; so ething in a certain colour ; so ething beginning with a certain letter in the se5uence the !u!ils are said what are they going to watch and are as"ed to guess what will they see ; hear. )fter viewing, they can co !are their guesses. 4 the !u!ils are given the scri!t and are as"ed to ar" the direct s!eech

*! +umbling se,uences The !u!ils watch !ieces of a se5uence in &u bled order and should decide what is the correct order. -! "plit viewing One half of the !u!ils see the se5uence without sound, the other half can only hear the sound without !ictures. >arious activities can follow.

Reading and use of fil

In teacher3s resource

and T>

aterial /en$uin 5eaders #eacher s 6uide to 7sin$ 8ilm ethods.

an #4 -1AAA/ by Carolyn 2al"er, there are useful infor ation about reading, using video in teaching and co bining those two

The learners can e#!erience the s!o"en language in action through watching video. They can see the settings as well as the e#!ressions and eye contact in co ove ents, body language and the characters3 a!!earances. They can watch the i !ortance of gestures, facial unication. It can be a good bac"ground to cross4cultural co !arison, too. In co !arison with !ictures, that are very often

1:

use in language teaching, video has the ove ent and ti e. T> and fil s are not intended as teaching source of authentic ight a!!ear language difficulties.

ain advantage in e#tensity of

aterials. It

eans that it is a good

aterial. *owever, it is i !ortant to re e ber that there

$tudents should be aware of active watching, i. e. they are not su!!osed to rela# during watching, but actively res!ond. There are a lot of activities that can be done before, during or after watching.

Technical e5ui! ent

4 4 The teacher should fa iliari'e hi self with the e5ui! ent. *e should "now how to use the controls. ?efore the class, the teacher should have enough ti e to set the e5ui! ent. *e has to chec" whether everything is switched on and wor"ing correctly. 4 4 4 4 *e should !lay the cassette ; D>D to chec" the sound and !icture. Chec" whether the sound is audible at the bac" of the roo . The teacher should ensure that everybody will be able to see the screen and that there are no lights reflecting on the screen. *e should find a good !lace for hi self I where he will be during watching so that he can control both video and students.

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H. T*% INT%RN%T
The boo" 9ow to 7se the )nternet in :(# -(.../ by Dede Teeler and =eta 0ray is a very useful handboo" for teachers who would li"e to learn how to use the Internet, where to find infor ation and to anage the co !uter, too. any !eo!le use the Internet. to be using it al ost aterials, learning about aterials for their lessons and how

The authors say that it is not !ossible to say how ?ut definitely, so e of the

are teachers and they see

for everything1 u!dating language s"ills, searching for

co !uter technology, "ee!ing in touch with other teachers and friends, teaching, wor"ing on !ro&ects and another activities, or &ust en&oying the selves. )ccording to the , the Internet is !robably the biggest library in the world. It is still changing and therefore it is not !ossible to The gateways sites are co a"e an inde# for it. ?ut there are another ways how to search in it I the gateways. on web sites. There are listed lin"s to other web sites or docu ents. They are regularly u!dated.

Using the Internet for distance4learning

Teeler and 0ray ention so e good ti!s how to use the Internet not only as an entioned above, the teacher can "ee! in individual, but also in a grou!. )s

touch with colleagues and friends, either through e ail or through chat -conversation in real ti e/ or discussions and foru s. The Internet can be also used for distant learning. There are several courses on4line, which one can attend. The teacher can beco e a learner and e#tend his "nowledgeM or can be a leader and lead an on4line course for his students.

$uggestions for further resources

$te !les"i and To alin suggest following1 4 Infor ation for research1 than"s to the Internet, !lanning and wor"ing out a research have beco e 5uic"er and ore a using. Nou can search

1H

in a database and find out not only infor ation for your research, but also another researches. 4 =ractical ideas for classroo various to!ic and gra 4 4 ar use1 you can find both aterials on aterials such as theory, e#ercises, ga es

etc. Nou &ust have to "now how to ada!t it for your !u!ils. =ublishers1 you can find the offers of various !ublishers on4line as well as so e teaching ti!s and list of u!co ing se inars and conferences. Dictionaries and encyclo!aedias1 a lot of boo"s are now available in an electronic version on4line. Nou can even download so e of the your co !uter or you can have a lin" on your des"to!. 4 $cholarshi!s and grants1 you can find a way to fund you !ro&ect ; conference ; travel e#!enses etc. into

2hy to use the Internet for

course a lot of the fro

aterials
onthly, wee"ly

)ccording to To alin and $te !les"i, one of the advantages is to!icality I of aterials are old, but there are new ones added straight fro or daily. The teacher does not have to buy the !ublications and can download the Internet or !rint the the web !age. Other one is odify the if needed. !ersonali'ation I the teacher cannot change the te#tboo" he is wor"ing with, but he can find suitable aterials on the Internet and

There are so e disadvantages, too. Kirstly, it is a lac" of inde#. $econdly, a lot of school still do not have facilities and students cannot access the Internet easily, not even in lessons. The teacher can, of course, !rint !a!ers for students, but it is not !ossible to include active wor"ing on4line into a lesson !lan. The teacher has to be aware of the fact that the ost of the aterials on the ost of

Internet have not been !roduced for learners of %nglish. The authors of and so eti es there are gra atical ista"es, too.

aterials are native s!ea"ers, who often tend to use idio atic e#!ressions

1B

*ow to ada!t

aterials
aterials for certain

$te !les"i and To alin give so e advice how to ada!t

students. Technically, it is an easy !rocess. The teacher can &ust co!y and !aste the !ieces he wants to use. The only thing he has to be careful about is the co!yright law. *e should chec" the legal notice on the website he uses.

Internet based activities

?efore the teacher decides to use an Internet4based activity in his lesson, he should consider following !oints1 4 4 4 4 2hat do you su!!ose the students to get fro another lessons, a ediaL onth, whole year/ unicate with so eoneL 2ho withL -each other, this activityL 2hy is it better to do this activity on the Internet rather than through *ow long will be the activityL -!art of a lesson, one lesson, a few 2ill the students co

another class, another school, foreign school, native s!ea"ers, so e organi'ations or co !anies/ 4 Can you use this activity only with one class or can you ada!t it for other classes and gradesL The teacher should loo" in the course boo" he uses and consider whether the activity will be challenging for his students or useless and boring. *e has to set so e criteria for choosing a!!ro!riate websites. There is no use in doing an on4 line activity which could be as well done off4line, only for that the Internet is a novelty factor. In the !ublication #he )nternet and 2oun$ (earners -(..E/, the author 0ordon ,ewis suggests following learning !ur!oses1 !ure co for infor ation co which real ti e. It and !roducing content. *e says unication, e4 ails and chats are the unication, searching that for on4line o ent,

ost useful. Chat is a tal" on4line, in unicating with foreign !eo!le.

eans that two !eo!le have to be connected at the sa e

ight be difficult, es!ecially when co

1C

$uch co

unication re5uires !ro !t answering, which

ay be a difficult tas" ediately and the

for beginners. %4 ail has an advantage I !u!ils can write it in advance and then send it. It is si ilar to a letter, but it can be sent i answer co es sooner, too. Kor ulating an e4 ail is a good ho ewor" tas". $earching for infor ation re5uires a web browser. It is essential to offer to students a list of web !ages already a!!roved. Otherwise they infor ation ass. ight want to ay get lost in

2hen the students beco e fa iliar with the Internet, they !ortfolios. ) course class wor" can be !resented there as well.

!roduce their own web !age. It can be a class web !age with children3s

,ewis gives ti!s for criteria when choosing a web site to wor" with. The web site should have interesting gra!hics and should not be co !licated. Nice colours and !ictures or ani ations will catch children3s eyes. The navigation should be clear, too. The best navigation is an iconic one, i. e. there are !ictures to clic" on instead of words. The teacher should chec" in advance whether the site is 5uic" to be loaded. $low loading can co !letely da age the lesson. *e is strongly reco ended to chec" what is hidden behind the web site. There are a lot of innocent loo"ing web !ages, which finally turn out to be advertising so ething or being a religious or erotic sites. )s safety is concerned, ,ewis warns against so e !otential dangers. The teacher has to "ee! eye on the children all the ti e. They cannot give their !ersonal infor ation, such as the address or tele!hone nu ber to anyone. The teacher should chec" the e4 ails before they are sent away and they should used only e4 ail addresses already a!!roved. The teacher should also chec" every un"nown e4 ail that co es. The teacher and the child3s !arents a!!rove all the aterials !ublished on web. ust

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B. U$IN0 =ICTUR%$
The boo" /ictures for (an$ua$e (earnin$ -1AAE/ by )ndrew 2right is a very useful source for teachers, who want to use !ictures in teaching. )s 2right says, !ictures in teaching are es!ecially suitable for learners with s!ecial needs. They are also very useful when introducing new to!ic. The teacher can than"s to the of all ages. There is usually !rovo"e the students to e#!ress the selves ini al !re!aration and low costs. e otionally. =ictures can be used with as well beginners as advanced students

It is i !ortant to e#!ose students to various sti uli so that they can develo! their s"ills broadly. )ccording to 2right, teacher3s resources ust include !ictures. 2e are not e#!osed only to s!o"en language, but we !erceive a lot of conte#t visually. $tudents have to learn to !redict, induce and deduce. =ictures !lay a "ey role in of conte#t. otivating students and contribute to interest and awareness

=re!aration
The teacher should consider so e as!ects before !re!aring the lesson. 4 4 4 4 De andingness of !re!aration1 if the !re!aration is difficult in relation to what the outco e should be, then it is no worth doing it Class organi'ation1 if the class organi'ation would be difficult, it is no use to do it Interest1 the activity should be interesting for students and the teacher, too. +eaningfulness and authenticity1 the language should be authentic to the activity. There should be so e outco e, so that the student can reflect on their wor" and see, whether they use the language correctly or not. 4 ) ount of language1 there should be sufficient a ount of language in the activity, otherwise it is no use to do it

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Through !ictures, various language s"ills can be !ractised1 structures -tenses, transitive ; intransitive verbs, interrogative etc./M vocabulary -to!ic4based vocabulary, o!!osites, ad&ectives etc./M functions - a"ing re5uest, describing things, e#!ressing li"es and disli"es etc./M situations -describing the situation, situation dialogues, role !lay etc./M s"ills -listening, reading, writing, s!ea"ing/. It should be clear to the students what are they going to do and why are they going to do it. They should have the language to be able to do it. 2right says that !ictures can otivate students in such a way that they want to

!ay attention and be included. =ictures bring the world or a street scene or other environ ents to the classroo . Describing !ictures can be ob&ective or sub&ective -This is a train. ; I li"e travelling by train./ =ictures can sti ulate and !rovide aterial to be discussed in a conversation or discussion. ends !ictures of one !erson history, with a lot of

2hat "ind of !ictures can be usedL 2right reco infor ation, the news, fantasies,

or of several !eo!le, !eo!le in action, !laces, fro

a!s and sy bols, !airs of !ictures, !ictures

and te#ts, se5uences of !ictures, related !ictures, single sti ulation !ictures, a biguous !ictures, bi''are !ictures, e#!lanatory !ictures and student and teacher drawings.

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C. $I+U,)TION$
The boo" Simulation in (an$ua$e #eachin$ -1AA./ by @en Fones is a useful handboo" for teachers, who are !lanning to use si ulations in teaching. A simulation is and event" )t is not tau$ht" #he students become !artici!ants and sha!e the event" #hey have roles, functions, duties and res!onsibilities ; as ecolo$ist, ,in$, mana$er, ex!lorer, re!orter, survivor, administrator ; within a structures situation involvin$ !roblem solvin$ and decision ma,in$"< The teacher3s role in si ulation is a controller. *e introduces the si ulation and then observes and assess. *e does not interfere. It is a good !osition for onitoring the language, co unicative s"ills and behaviour of the students.

There is no !retence in si ulations I it is a reality of function in a si ulated environ ent. $i ulations and language are inse!arable. $!o"en language, written language or both can be used. The language in si ulations has two ain characteristics I it is functional and

cohesive. It has certain functions because the !artici!ants have their role and their !roble s to solve, &obs to do, tas"s to fulfil. Therefore they have to choose a!!ro!riate language to achieve what they want to. It is a atter of the students to suit the language to the situation. ?ecause there are usually a lot of o!!ortunities for interaction, action and reaction in si ulations, the other !artici!ants can deal with their colleague3s ina!!ro!riate use of language. )lthough two !artici!ants start with o!!osite view, the situation brings the together. ?ecause of the structure, the language is cohesive.

+otivation
+otivation is an integral !art of si ulations. It is one of the and res!onsibilities given to the !artici!ants arise
H

ost i !ortant

and interesting reasons for using si ulation in teaching. The functions, duties otives. The intensity of

Fones, @en. Simulations in #eachin$" Ca bridge University =ress, 1AA.. !. 1(

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otivation de!ends on the 5uality of si ulation. If the si ulation is good, well !re!ared, sti ulative and !rovocative, there is li"ely to be strong e otional co !onent, which leads to otivation. The otivation ay be strengthened by the !artici!ants3 a!!reciation of being !owerful, res!onsible for decision4 a"ing. They GownO the si ulation. +otivation can hel! to brea" down shyness, differences of se#, race, colour or status. Fones entions that si ulation is a good event for students to get "now to each

other and for a teacher get to "now the students. ) good si ulation can be an icebrea"er and can !rovide an interesting e#!erience, which is good for social relations. Icebrea"ing ay be needed not only at beginnings, but also always when a ust be

frosty situation occurs. Routine can be one of the reasons. Not all the si ulations are good for brea"ing ice. ) suitable si ulation for that fully !artici!atory, involve a lot of interaction a ong the students. $i ulations also can hel! to brea" down cultural or ethnical !re&udices. ?enefits of si ulations according to Randall $. Davis1 4 4 4 4 4 4 a!!ease students3 de and of realis increase of in learning language otivation, students3 one as well as teachers3 one ust not have any !assive or !art I roles and should

ty!ical teacher I student relationshi! brea"down -students are res!onsible for reaching their goals the selves/ cross4cultural co !arison and identification reduction of stress -it is one of the crucial !oints in successful language learning/ !ossible noteless teacher3s onitoring

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D. $%,K4IN$TRUCTION
,eslie Dic"inson focused on self4instructed learning in her boo" Selfinstruction in (an$ua$e (earnin$ -1ADD/. )uthentic te#ts are a valuable source for self4instructed learners. They allow the learner to eet his needs accurately and econo ically. They can choose of second te#ts they suit the best to their re5uire ents. Kre5uent !roble te#t can hel! the to ini i'e this deficiency. ust always be an individual and

language learners is that they do not understand the conte#t. Using authentic

)ccording to ,eslie Dic"inson, learning and

!ersonal act. Nor ally the teacher is res!onsible for the set u!, organi'ation anaging lessons. )t least so e res!onsibilities should be shared with aterials or evaluating !rogress. learners, e. g. setting goals, choosing

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A. CU,TUR%
'ulture =ound ; =rid$in$ the cultural $a! in (an$ua$e teachin$ -1AA(/, edited by Foyce +errill >aldes, deals with !lace of culture in learning foreign languages. $econd language learning is connected with second culture learning. ) language is a ean of co unication a ong e bers of a culture. It is the ost evident e#!ression of the culture. 2hen learning a second language, there can be three different conte#ts1 a/ learning a foreign language within the culture of this language, b/ learning a foreign language within learner3s own culture if the foreign language is acce!ted as a lingua franca in this environ ent, c/ learning a foreign language in one3s own culture with so e o!!ortunities to use the language within the environ ent of one3s own culture. -e. g. learning %nglish in the C'ech Re!ublic/ %ach of these ty!es involves different degrees of acculturation, the !rocess of ada!ting to a new culture. In learning a foreign language in native culture, degree of acculturation of a learner is influenced by cultural and socio!olitical status of the language and otivation of the learner.

$ocial distance is !ro#i ity of two cultures that individuals co e into contact with. The word Pdistance3 is used in abstract sense here. It should e#!ress diversity of two cultures. At the base of intercultural understandin$ is a reco$nition of the way in which two cultures resemble one another as well as the ways on which they differ" 5esemblances usually surface throu$h an examination of the differences"> Co !arisons of a language and its culture o!en great views for teachers and !resent basis for understanding a !erson fro other environ ents. New insights into second language teaching a!!roaches are found there, too. It is
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>),D%$, Foyce +errill. 'ulture =ound" Ca bridge University =ress, 1AA(. !. EA

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obvious that no one can learn everything about culturesM what is cultures generality.

ore, no one

"nows everything about his own culture. $wee!ing universal as!ects of ay be hel!ful, but one cannot e#!ect all the !eo!le to fir the

There are usually so e native culture habits transferred into learning the second culture and therefore we can e#!ect so e trouble s!ots. %. g. e bers of a culture e#!ect their culture !atter and behaviour to be the correct one and !atterns of other cultures to be the wrong one. It does not have to be a wrong one, but a different one. ,anguage cannot be translated word by word. There are idio atic e#!ressions in al ost every language. The intonation carries the eaning, however, there are different !atterns of intonation in different languages. ,oudness is a characteristic of a language, too. +eaning is conveyed by body language and gestures well, but not all the ove ents ean the sa e in different cultures. The language uses different ele ents and e#!ressions for descri!tion of !hysical world. There are also so e taboo to!ics in every language. 2e should "now what can we say and what cannot we say on what occasion. )ddressing !eo!le is also different. 2e should "now whether to use first na e or second na e and titles. In teaching %nglish as a foreign language should be followed these reco 4 4 4 4 4 endations1 teachers hired should have good co !arative analysis s"ills and -or/ training in intercultural co unication, teachers with overseas e#!erience and those fa iliar with non4Indo4 %uro!ean languages should be !referred, for current stuff, there should be o!!ortunity to be trained in intercultural co unication, current staff should be infor ed about cultural and linguistic bac"ground of course !artici!ants every se ester, syllabus should include intercultural education ne#t to the language,

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4 4 4 4 4

aterials selected for teaching should encourage intercultural !oint of view, it is essential to develo! so e strategies for teaching culture, a s!ecial course focused on so e cultural to!ics should be established, students should be !rovided by a nu ber of e#cursions, tours, fil s, s!ort !rogra universities. es and if !ossible ho estay with a foreign fa ily, !rogra s against ghettos should be established, es!ecially at

Teachers should choose te#tboo"s according to following guidelines1 1. ) new boo" should be e#a ined carefully to chec" whether it !rovides sufficient cultural !oint of view. (. The teacher should a"e a list of cultural as!ects in each lesson and chec" whether they are !ositive or negative. :. The teacher should loo" in detail at the e#ercises and consider whether they will su!!ort his intercultural activities. E. *e should chec" whether the vocabulary, e#a !les, gra etc. are !laced on so e eaningful cultural bac"ground. ar structures

H. Chec" whether the !ictures and !hotogra!hs are culturally related. B. %#a ine dialogues for cultural conte#t. C. Re4e#a ine te#tboo"s that they are ob&ective. ay be culturally biased. Chec" whether

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=R)CTIC), =)RT

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1..

INTRODUCTION TO =R)CTIC), =)RT

I decided to create so e !ro&ects for higher I !ri ary !u!ils. The !ro&ects are not strictly intended for certain gradesM they can be used with younger children as well as with older ones according to their s"ills, level of %nglish and interests. These !ro&ects have various features, which I would li"e to highlight. Kirstly, they should ediate "nowledge through an interesting to!ic and alternative way of teaching. $econdly, they should !resent useful facts and teach s"ills such as coo!eration, co unication, searching for infor ation, selecting sources, giving !resentation etc. Thirdly, I would li"e to show how i !ortant and useful is using authentic aterials in foreign language teaching. Those aterials are very interesting for the !u!ils 4 they are catchy, original and untraditional. ,astly, they eet cross4curricular to!ics, na ely ulticultural education,

edia education and education to thin"ing in %uro!ean and global conte#t. I believe that a co !le# !ro&ect can give children fro ore than si !le learning any things to do

a te#tboo" since there are a lot of activities and

condensed in relatively short ti e that is devoted to the !ro&ect. The ti e given de!ends on the schedule !ossibilities and !u!ils3 s"ills. O!ti ally, there should be ti e for introduction, facilities and aterials such as otivation and !re4teaching

vocabulary before the !ro&ect itself starts. There is also a de and for suitable a!s, the Internet connection, video ; D>D !layer, CD !layer, data !ro&ector etc.

(D

I wanted to find out the current situation in C'ech schooling in connection with untraditional ethods. Unfortunately, not all the schools are !re!ared and y wor" cannot be considered a research, y !resu !tion that the situation is e5ui!!ed for such wor". *owever, si ilar at

because I only visited one school. It is &ust ost of the !ri ary schools.

I recorded the !resentations on a video ca era with "ind agree ent of the !u!ils. I enclose a D>D with the recording to this wor".

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11.

TR)>%,,IN0

Dth grade -1: I 1H years old !u!ils/ Nowadays, thousands of !eo!le are travelling abroad every day. Noung !eo!le and students get a lot of o!!ortunities to visit foreign countries, general awareness. This is one of eet new !eo!le and new cultures, which is crucial for their social develo! ent and any other reasons why to learn languages. I thin" that it is i !ortant to draw !u!ils3 attention to this fact, show the , how are %nglish classes i !ortant, because the language can o!en doors for the . +otivation is very i !ortant in any learning. The learn, the stronger the !ersonal e#!erience and catchy ore co !licated sub&ect to otivating through

otivation should be. I believe that aterials is highly efficient.

I !re!ared a !ro&ect about travelling for four grou!s of students. They were as"ed to suggest a route in 0reat ?ritain and Ireland, visiting interesting !laces on their way, giving reasons why to visit a certain !lace and what is interesting there. The first grou! was to suggest a route in Ireland, the second one a route in 0reat ?ritain, travelling only on routes and highways, the third one a route in 0reat ?ritain, travelling only on railways and the fourth one route in 0reat ?ritain using only waterways. Their budget was li ited -H.... C6@ !er !erson/ and the wee" for virtual reali'ation of this &ourney was set the first wee" in +ay (..D. They were su!!osed to find a flight tic"et on the Internet, note de!arture ti es too, !ublic trans!ort in foreign country and acco odation. I !ointed out not to forget about food, entrance tic"ets and another e#tra costs. Kinally, they were su!!osed to !resent their !ro!osal to their class ates. I su!!orted the !u!ils with a lot of aterials that I brought over fro Ireland

and 0reat ?ritain and so e boo"s about those countries written in C'ech language. These included1 various leaflets, !ostcards and aga'ines brought

:.

fro

Ireland and 0reat ?ritain, county 2iltshire, and boo"s, na ely =eautiful

)reland, Salisbury, #rowbrid$e, Stonehen$e, )rish #ales and Sa$as, 'eltic )ns!irations, #he 'eltic )ma$e, )rs,o, 4el,? =rit?nie . )ll of the boo"s e#ce!t the last two are written in. =eautiful )reland is a !icture boo", A.Q are !hotogra!hs of nature, !eo!le and cities. Salisbury is a city guide, with lots of !ictures, too. #rowbrid$e is a city guide as well, including interesting historical facts. Stonehen$e is a boo" about ancient onu ent, rather for !eo!le interested in history and such heritage sites. )rish #ales and Sa$as by Ulic" O3Connor is a boo" of Irish legends. It is co !leted by beautiful drawings and contains legends such as $t =atric", Cuchulain, Children of ,ir and others. 'eltic )ns!irations and #he 'eltic )ma$e are boo"s about Celts and their culture. They are very interesting and nicely gra!hically wor"ed out. The two C'ech boo"s are detailed travel guides with hundreds of !ictures, !hotos and descri!tions. )s they are travel guides, they are designed to hel! tourist to !lan their &ourney and give the i !ortant infor ation. Therefore I chose those boo"s although they are written in C'ech. )nother source of infor ation I as"ed the !u!ils to wor" with was the Internet, atlas of the world and any other boo"s in libraries they visit. I wanted the !u!ils to learn not only how to coo!erate with other !eo!le -grou! wor"/, but !ri arily to learn to !lan a &ourney, to loo" u! infor ation on the Internet, !lan finances and choose best o!tions out of their future lives. any !resented in advertise ents and on the Internet. These are s"ills they will !robably use in

%#!ected !roble s
I e#!ected the !u!ils to tell e that they did not have the Internet at ho e and could not loo" the infor ation u!. I also thought that they would have difficulties to wor" in grou!s I arguing, division of wor" etc. I e#!ected the !u!ils not to li"e the !resentation. I thin" that C'ech !u!ils are ca!able of wor"ing out a tas", write a !iece of wor", but they are not used to !resenting in front of the class, not entioning !ublic.

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%#!ected outco e
I had i agined the grou!s to !resent their routes on wall charts, showing lots of !ictures and describing not only the routes, but also !laces that are worth sto!!ing on. I e#!ected al ost ainly the sites and ista"e4free s!eech

because they had enough ti e for !re!aration and consultation with their class ates and the teacher - e/. I su!!osed the !resentations to be vivid, colourful and interesting. I ho!ed the !u!ils would li"e the to!ic because travelling is one of the fre5uent hobbies a ong young !eo!le. The authentic su!!ort the and show the for so e ti e, although it ay loo" li"e that to the . ost

aterials should have

that it is not i !ossible to visit a foreign country

Une#!ected !roble s
I did not e#!ect the class3s %nglish teacher to be ill when I was there. )s a result, I had no one to refer to into grou!s. I !refer struggle in languages. I did not e#!ect the school not to have a!!ro!riate wall charts, not even atlases of the world. The school was not be able to offer to rely on y !rivate sources. e and I found out that the !u!ils of u!!er !ri ary uch aterials or !ictures connected with culture and geogra!hy of 0reat ?ritain and IrelandM thus I had I have studied the +asary" "indergarten and !ri ary school. $chool educational !rogra school, i. e. si#th to ninth grade, have three %nglish lessons a wee". It says that they are divided into grou!s. The sub&ect is focused on i !roving co unication and language s"ills, vocabulary e#tension and learning about ethods, such as individual and %nglish s!ea"ing countries. They use various e about the !u!ils and hel! e with division i#ing better !u!ils with worse ones in grou!s, so that the otivate the worse ones or those who

talented ones can su!!ort, guide and

grou! !ro&ects, dialogues, listening and wor"ing with authentic te#ts.

:(

)ccording to this $chool %ducational =rogra

e, the !u!ils learn nu erals in

the third grade and sentence word order in the si#th grade. In y lesson !lans, there are also Gorgani'ational !artsO, which ta"e about two

inutes and they are dedicated to ad inistrative wor" and organi'ational instructions for !u!ils.

The first lesson !lan

1. Organi'ational !art -: inutes/ 4 4 4 4 4 -H inutes/ :. +otivation !art 4 -H41. inutes/ 4 4 4 2e are going to tal" about travelling and we will virtually travel to Ireland and 0reat ?ritain. R etc. $etting the rules and re5uire ents Division into grou!s Dis!laying the su!!orting see the . E. Introduction of the !ro&ect aterials on a des". =u!ils co e to Do you li"e travellingL *ow often do you travel abroadL 2ho withL *ave you ever been to any %nglish s!ea"ing countryL 2hich oneL 2henL Do you "now in which countries is %nglish the official languageL (. Introductory 5uestions

H. 2or"ing in grou!s, discussing the way of wor"ing out the tas", division of wor" a ong !u!ils, as"ing the teacher 5uestions or for hel!. Using aterials dis!layed and atlases of the world. -the rest of the lesson/ *o ewor"1 to loo" so e infor ation u! on the Internet

::

The first lesson

I went according to y lesson !lan. I as"ed children the introductory 5uestions. ostly to Croatia for They coo!erated well. I found out that they travel

holiday. Only one girl was in 0reat ?ritain so e ti e ago. Then I dis!layed inutes. )fter that, I told the do. I let the about y !ro&ect and e#!lained what were they going to y aterials on a table and invited the children to co e there about 1.

and see the . They were sur!risingly interested and s!ent on the

divide into grou!s as they wished.

In the rest of the ti e, they were su!!osed to start wor"ing on the !ro&ect. I hel!ed the with choosing aterials useful for their tas"s.

)t the end, I as"ed the

to loo" so e infor ation u! on the Internet at ho e. y tas" that they to visit a library and

)s I su!!osed, there were huge !rotests. They argued against did not have the Internet connection at ho e. I told the use so e boo"s then.

The second lesson !lan

1. -: (. Organi'ational !art inutes/ 2or"ing on the !resentation in grou!s, using the sa e the first lesson. -the rest of the lesson/ aterial as in

The third lesson !lan

1. -H Organi'ational !art inutes/

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(.

=resentations of the grou!s aterials as in the !revious lessons, wall chart of

+aterials used1 the sa e Ireland and 0reat ?ritain

=resentation Une#!ected !roble s

?efore the second lesson, I as"ed the 0eogra!hy teacher for atlases of the world in which there are detailed sur!rised there had not been a!s of Ireland and 0reat ?ritain. *e e with the answer that there were no atlases at that school, because oney yet to buy so e. I was also unsuccessful as"ing long on this y !rivate co!y

%nglish teachers for a wall chart of those countries. In the classroo , there was only a wall chart of %uro!eM 0reat ?ritain itself was about H c a!. I ust have hel!ed yself1 co!y a a! fro y boo" on achine and distribute the ?ecause there was not a the a ong !u!ils. a! in the third lesson when the !resentations too"

!lace, I decided to give so e tas" to the !u!ils to "ee! their attention. I as"ed to listen to carefully, follow the !resentations and note down the routes a!s they had that the other grou!s !ro!osed in three different colours into the o!!ortunity to chat and co!y fro their !artners.

gotten. )lthough the tas" was set as individual wor", they still had an

)ssess ent
I assessed attitude -)/, s!ea"ing -$/, content -C/ and overall !resentation -=/. )ttitude1 goodwill, activity during wor", effort, contribution to tea wor", coo!eration with class ates within the grou! and with other grou!s, wor"ing with aterials -literally ani!ulation with aterials I children so eti es tent to da age things which are not theirs/, attitude to the teacher - e as a student teacher/ $!ea"ing1 distribution of s!eech a ong !u!ils, accuracy and fluency, fillers, s!eech !ower, !ace

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Content1 choice of infor ation, se5uence of infor ation =resentation1 overall !resentation, tal", gestures S s!ea"ing and content I did not have any scale set before the lesson. I had so e e#!ectations according to the $chool %ducational fra ewor". I co !ared the grou!s one with another. ainly nu ber of !ictures and another ove ents, body

aterials used, !osture of the !u!ils regarding their listeners,

The first !resentation I Ireland

There were four girls in this grou!. They started wor"ing on their !resentation the first lesson and see ed to be really interested. They did not need any hel! fro e. I only showed the which !ostcards and !ictures they should use. They also wor"ed very well in the second lesson. The !resentation was not finally as good as I su!!osed it to be &udging fro their hard wor". One of the girls started to describe the route, but s!o"e slowly with a lot of ista"es. $he used a a! that she found in a aga'ine fro Ireland, but it was too s all for whole class to see it, although it was )E for at. Ti e to ti e, another girl hel!ed her with a few words and so e !ictures. Then, the third girl described the financial !art, but she had serious difficulties with nu erals. I chec"ed their notes in their noteboo"s. They were well wor"ed out. The fourth girl did not say a word during their !resentation and the answer for on y 5uestion why was that she was too shy and that she had hel!ed with the !re!aration. I li"ed the way the girls wor"ed on their !resentation, but I did not li"e the way they s!o"e. It was obvious that they had not tried it in advance and did not thin" about the nu erals at all. )lso the division of s!eech was not o!ti al. I wanted the all to s!ea".

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They

ade

ista"e such as1 TIt cost ; T in first +ay ; Twe co e in the !lane ; T

in the 0alway ; T it3s costing. One girl also as"ed her colleague in C'ech how is one hundred in %nglish, which !roves that they had not !re!are the s!eech in advance.

The second !resentation I0reat ?ritain I roads

There were three !eo!le in the grou!. The boy who started s!ea"ing see ed livelier and his s!eech was faster and louder than the first grou!3s one. *e did not a"e al ost any ista"es. The only ista"e was using both na es 4 =raha a boo" during their !resentation. There and =rague. They showed !ictures fro was not

uch hesitation, which I definitely cannot say about the first grou!. e the that this

The second boy too" the s!eech over later and s!o"e about the budget. The nu erals were correct. The girl did not say anything and gave e#!lanation that she had hel!ed with the !re!aration again, I wanted the !resentation was nice. all to s!ea", so it was their inus. )!art fro ore than the boys. ?ut

The third !resentation I 0reat ?ritain I waterways

This grou! was the worst one. It was !u!ils would not let the y fault that those not really e#cellent et in one grou! 4 I did not "now that they were the worst. Otherwise I wor" together. There were two girls and three boys. They inute I entered the classroo and their

were disturbing since the first !resentations. I watched the during the lessons

distractive behaviour was affecting the whole class, es!ecially during the ore that the other grou!s, because I soon e

reali'ed that they were not wor"ing very well. )ll the ti e I ca e to their des"s, they !retended to be highly concentrated on the wor" and even as"ed so e 5uestions concerning the !ro&ect. The third lesson, before their !resentation, they were chatting so loudly that I had to as" one boy to change his !lace.

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Their !resentation was really !oor. %ach of the none of the

said about two sentences and

was correct. They see ed to be there for the first ti e and never ista"es. They only used one leaflet, a! of water canal in the south

see the !ro&ect before. The girls were giggling and hiding their faces behind sheets of !a!er. They s!o"e with lots of which I told the to use, because there was a

of %ngland. They showed it to the class, but did not e#!lain what was in the !icture and why it was i !ortant for their &ourney. )t the end, when I assessed their !erfor ance, they argued with e that it was

not true they had not done enough and so on. It was the worst !resentation. The cause of this failure was that there were not very good !u!ils in the grou!. Ne#t ti e, I would as" their %nglish teacher or a teacher who "nows the , how good students they are and would a"e the grou!s according to this infor ation. I ore during i# high ability !u!ils with low ability ones. If I ha!!ened not to have so uch res!onsibility as I did. I only chec"ed

this infor ation, which was actually this case, I would chec" the the wor" and did not give the

that they were wor"ing, but ne#t ti e I would li"e to see so e results after every lesson and would chec" ta"ing notes during the lessons, too. I would also try to otivate the ore in case I have ore ti e. The otivation was otivate the sufficient for high ability and average ability students, but obviously not for those low ability ones. +aybe it would be essential to individually. It is, however, co !licated in such a big grou! of !u!ils. The fourth grou! I 0reat ?ritain I railways There were three girls in the grou!. Their !resentation was very nice. They used their own !rinted fro and gra I saw the aterials I %nglish aga'ines and a a!, which see ed to be the Internet. They showed a lot of !ictures. Their s!eech was nice atically and le#ically correct. wor"ing hard and silently since the first lesson.

:D

Kinal assess ent

1st grou! (nd grou! :rd grou! Eth grou! )1 1 )1 ( )1 1 C1 1 C1 1 $1 :;E =1 (;: $1 ( =1 ( =1 1

)1 E;H C1 :;E $1 E;H =1 E C1 1S $1 1

I chose the best grou! and co !ared the others with it. The best grou! wor"ed ade5uately according to their $chool %ducational Kra ewor". The !u!ils as"ed e to tell the they and tell the the grades they got, they were not interested in the ore lesson and tal" about their ista"es ista"es ade. I would li"e to have one

what should they i !rove and what to concentrate on. inutes, so I told the a few sentences at least. I

Unfortunately, I only had five the

s!o"e in C'ech, because they would not understand fast %nglish and so e of !robably would not understand even slow %nglish assess ent. grades they got for their attitude. I !raised the first grou! for e, which ade

Kirst I told the

hard wor" since the beginning and re inded the second grou! that they did not wor" in the first lesson. The third grou! started arguing with grou!s. Then I assessed content and co using their own I co aterials. ore attention to ended the fourth grou! for bringing and e angry, because not only it was rude, but also it was unfair to the other

ented s!eech, too. I said to the first grou! to !ay

nu erals and told the third grou! that it was a disaster, that they were not able to say a single sentence correctly. The first grou! got (;: for overall !resentation because of the ista"es they ade, uneven distribution of s!eech and li ited nu ber of !ictures they showed to the s!ectators. The second grou! got grade ( for uneven s!eech distribution and chatting in the first lesson. The third grou! did not need to be co ented, I thin" that they "new the selves that they deserved grade E. The

:A

last grou! was the best one and I did not find anything serious to !oint out. They got grade 1. I created this !ro&ect two years ago when I was on an e#change !rogra had their lessons ostly in %nglish, only so e of the e in

the Netherlands. I had school !ractice there in a bilingual class, i. e. the !u!ils in Dutch. I chose 1( I y own. *owever, it y year I old children and coo!erated with their 0eogra!hy teacher. Unfortunately, he got ill and I had to was not any !roble anage the class on at all. The children had co !letely different way of

wor"ing in co !arison with C'ech children. They used the sa e e#cuse as

!u!ils here in C'ech I they said they did not have the Internet accessM they did not go to any library etc. ?ut they all finally fulfilled the tas"s and did their ho ewor". They wor"ed inde!endently and were interested in the wor". Their a!!roach to education was to be different I they see ed to "now that they were learning for the selves, not &ust fulfilling teacher3s tas"s. The result 4 the !resentation was very nice. Kirstly, we had a nice big wall chart. $econdly, they s!o"e %nglish very well, fluently and accurately, too. ,astly, they wor"ed hard and therefore the !resentations were nice and interesting. I thin" their ain advantage is that they had been taught how to a"e !ro&ect

since early stages at !ri ary schools. They have !ro&ect in all the sub&ects and they have a lot of the and in front of the class. every ter . They "now how to do it, where to find infor ation, what should be the outco e li"e and are used to s!ea" in %nglish

E.

1(. C*)R,I% )ND T*% C*OCO,)T% K)CTORN

Bth grade -11 I 1( years old !u!ils/ Roald Dahl, one of the ost fa ous ?ritish novelists, is definitely worth to be ost !o!ular boo"s for children are 'harlie and

introduced to children. *is but he wrote any

the 'hocolate 8actory, Matilda, #he %itches and @ames and the 6iant /each, ore. These are lovely, funny and readable stories, catching not only children3s attention. I chose the story 'harlie and the 'hocolate 8actory, because it has been fil i'ed in 1AAH, starring Fohny De!!. I therefore su!!osed at least so e children to "now the story. I did not wor" with the boo", but the fil fil instead. I had only three lessons to

wor" with the class -finally only two lessons/, so I actually had to choose the instead of the boo", because if I wanted to wor" with al ost the whole anage to read the boo" in such a short ti e. 2e !robably are really slow readers. 2hat anage to read even e#tracts, because the !u!ils in the si#th class story, we would not would not is

are eleven or twelve years old and so e of the reading. It does not

ore, I do not e#!ect children to read a lot nowadays. They do not li"e ean that I agree with this attitude, I thin" they should y o!inion a good fil can otivate the to read. anaged to fit in the ti e given and I tried

read. ?ut they do not and in to

I "illed two birds with one stone I I

otivate the !u!ils to read through a using activity.

%#!ected !roble s
I e#!ected the !u!ils not to be willing to dance as Oo !a I ,oo !as, because they ight have been asha ed. -Oo !a I ,oo !as are banta s, 2illi tall and co e fro Oo !aland. 2on"a3s wor"ers, who are about :. I E. c usually when a child I also e#!ected the a"es so ething bad/. not to understand the ovie very well as I !layed it in

They can be seen everywhere in the factory. They li"e singing and dancing,

%nglish with %nglish subtitles. I thought that they would be noisy during

E1

watching and that they would welco ed nice !ause fro learning.

y lessons with !laying a fil

as a

Une#!ected !roble s that a!!eared

There is only one classroo was teaching was not for the and in the school that is e5ui!!ed with a D>D !layer. e to co e )lthough I announced a wee" in advance that I was going to use it, the class I oved in there. The !u!ils had to wait for ove into our classroo ove with the into the audiovisual classroo , where the other instead of us. each other, we had to go down the

class was waiting for our co ing to

Those two classroo s were 5uite far fro the other class would go out, al ost 1H

stairs, through the asse bly hall, u! the stairs, to the end of the hall, wait until ove in, sit down, !re!are the D>D. It too" is that I cannot ove inutes out of the whole lesson. The !roble

the children during the brea". I have to wait for the bell, and then wait for all the !u!ils until they co e bac" to the classroo . I have to give the instructions how to behave in the corridors -no running, no shouting etc./. I could not !re!are the D>D !layer during the brea" either. It is loc"ed in a wardrobe and only teachers have the "ey fro classroo , the children it. ?ecause it is in a co on ay da age the recorder. Teacher, who is using the

recorder, has to be there all the ti e and "ee! an eye on it. )fter y first lesson in this class, their %nglish teacher as"ed e to have only

two lessons instead of three. $he said she would have !roble s to catch u!. ,ast, but not least, the second lesson ha!!ened the sa e as in the first one I I had to ove with the class again, which too" again a lot of ti e out of it.

The first lesson !lan

1. Organi'ational !art -( inutes/ (. Introducing Roald Dahl Do you "now Roald DahlL *ave you ever heard about hi L

E(

*ave you read any boo" by hi L *ave you seen any ?rief biogra!hy. -H -(H inutes/ inutes/ inutes fro the fil . There is introduced 2illy 2on"a and his :. 2atching a !art of video Kirst (H ovieL -Charlie and the Chocolate factory, +atilda/

factory, Charlie and his fa ily. The co !etition with golden tic"ets starts. Kour s!oilt children find golden tic"etsM Charlie finds the golden tic"et, too. They are !re!aring for the visit of the factory. E. Uuestionnaire -1. inutes/ 4 4 4 4 4 4 4 4 4 -H -( Is Charlie3s fa ily rich or !oorL *ow any grand!arents does Charlie haveL ade ofL Do they have a nice houseL 2hat is their house 2hat do they eat every dayL *ow any children are going to visit the factoryL 2here are they fro L Can you re e ber their na esL )re the children niceL Choose one child and describe hi ; her. -character/

H. Chec"ing the answers inutes/ inutes/ B. Organi'ational !art

The first lesson

?ecause I had not counted with the ti e loss, I had to i !rovise a little. I started the first lesson with 5uestions about the author. I entioned above that

I thin" children do not real a lot nowadays, which is widely "nown. ?ut it does not a!!ly on 1..Q of children. $o e are on the contrary interested in reading a lot. They are, unfortunately, rather e#ce!tions, as !u!ils3 C'ech language

E:

teacher told

e. *owever, there is usually at least one such !u!il in a class. and two of the even na ed so e ore stories

Therefore I tried to as" about Roald Dahl and his boo"s. )ll the children said that they had heard about hi on television. The crucial !oint on the lesson was the ovie, because without watching it the anaged to !lay the o ent the bell was by hi . Children "new +atilda when I as"ed the . They had !robably seen it

!u!ils would not be able to fill in the 5uestionnaire. I whole !art of it that I had !lanned, but it finished in the

ringing. $o I as"ed the !u!ils to co !lete the !a!ers -the 5uestionnaire/ for ho ewor". Children loved the lesson, not only because they did not have to learn and wor" with te#tboo", but also because they li"ed the story a lot. I had to tal" to the in C'ech, because they did not react on %nglish. If I were uch, but because ove on and use C'ech to !rovo"e so e reactions.

their %nglish teacher, I would not use C'ech, at least not so I was short of ti e, I had to

The second lesson !lan

1. Organi'ational !art -( -(. inutes/ ovie inutes/ (. 2atching ne#t !art of the

The visit of the factory. Naughty children are !unished for their bad behaviour. Introduction of Oo !a I ,oo !as. 4 4 using D>D e#tras I dancing reading and translation of a song

GAu$ustus 6loo!A Au$ustus 6loo!A #he $reat bi$ $reedy nincom!oo!A 9ow lon$ could we allow this beast #o $or$e and $uzzle, feed and feast On everythin$ he wanted toB 6reat ScottA )t sim!ly wouldn t doA

EE

9owever lon$ this !i$ mi$ht live, %e re !ositive he d never $ive :ven the smallest bit of fun Or ha!!iness to anyone" So what we do in cases such As this, we use the $entle touch, And carefully we ta,e the brat And turn him into somethin$ that %ill $ive $reat !leasure to us allA doll, for instance, or a ball, Or marbles or a roc,in$ horse"C 4 -(. learning dancing and singing according to D>D e#tra inutes/ ovieL *ow will the story aterial

:. Organi'ational !art, ho ewor" -2rite a !rediction of about B sentences. 2hat will ha!!en ne#t in the endL/ -: inutes/

The second lesson

I had to !ress two lessons in one. 2e had to ove fro one classroo to another again. )s a result, I had to o it so e activities because of lac" of ti e. Kirstly, I chec"ed the ho ewor". Only a few !u!ils did it in !a!er, but another !u!ils were able to answer the 5uestions, too. Then we watched ne#t !art of the ovie and finally we did the activity with !ictures and learned to dance. I was sur!rised how they li"ed dancing. Unfortunately, we only had about C was caused by ti e loss, which ha!!ened because of had to ove, I would have had enough ti e to fulfil inutes for this activity, then the bell rang and there was no s!ace for any feedbac". It oving. If we had not y !lan. I thin" that there

is i !erfect organi'ation in school inner rules. They should find a way to change classroo s without loosing ti e of a lesson. I felt a little disa!!ointed after those two lessons, because the class was nice and I could have done
C

uch

ore with the

if I had had ti e. The

EH

introduction was !oor and there was not ti e for any feedbac", which was a big ista"e. The !u!ils did not learn uch, because everything had to be done to a"e so e notes in hurry. I really issed the third lesson. I would li"e the

in their noteboo"s and s!end so e ti e on revision e#ercises. 2e did not have ti e to do any e#ercises or activities based on the fil gra !racticing vocabulary or s!ontaneously ar. If there was enough ti e, we could do so e of the

and the !u!ils would not even recognise that they were not watching the fil and !laying, but learning. It was not y ista"e and I cannot bla e their teacher either. $he has to !lan and I should be grateful that she let e wor" with

follow her long4ter

the class those two lessons. )t least the !u!ils had two lively lessons and tried different way of wor". They li"ed the lessons and it is one of the ost i !ortant things in teaching.

The third lesson !lan

1. Organi'ational !art -( inutes/ inutes/ ovie S the end the boo" (. Chec"ing ho ewor", discussion -H I 1. -(. :. 2atching ne#t !art of the inutes/ Charlie and the Chocolate factory/ and their tas" is to stand in a row in chronological order and say which scene is in the !icture. -H inutes/ 4 4 4 4 Did you li"e the ovieL 2hy ; why notL H. Discussion 2ho was your favourite characterL 2hat was nice ; was not nice about the childrenL 2ould you li"e to such a factoryL 2hy ; why notL

E. =laying with !ictures I every !u!il gets a !icture -co!ied fro

EB

2ould you li"e to read the boo" nowL -S read I the boo" is

otivating !u!ils to ore

uch better, because the content is

dense, there are !ictures, you can read in your !ace, you can read so e !arts again and again etc./ -1: I 1D -1 inute/ inutes/ B. Organi'ational !art

EC

1:. COO@IN0
Ath grade -1E I 1H years old !u!ils/ Kood is one of the crucial needs for hu an beings ne#t to the air and water. %very !erson eats so e food since the day one. Kood is a !heno enon. Thousand of boo"s about food have been writtenM a lot of !eo!le dedicated their life to coo"ing. =eo!le love food and its !re!aration ight be lots of funV

Therefore I decided to !re!are a !ro&ect about coo"ing. ?oys are generally less interested in this to!ic. That is why I chose to introduce a fa ous ?ritish coo" Fa ie Oliver. *e is young and as he is boys. 0irls ay adore hi ale, he ay be ore ins!iration for as a handso e guy.

I used a D>D, which was enclosed to the +lada fronta news!a!er issue last s!ring. I chose a reci!e for !or" cho!s and traditional Irish cha !. The criteria for choosing the reci!e were the "ind of food !re!ared I I wanted so ething traditional or ty!ical ?ritish or Irish ealM length and language. I !layed it in %nglish with C'ech subtitles, because the two %nglish en were s!ea"ing 5uic"ly and with such an accent, which I su!!osed not to be understood easily by the !u!ils. The video was (. inutes long. I did not !lay the whole e!isode, because it would be too long. )t the beginning of the e!isode, Fa ie is co ing to a restaurant to visit his friend who wor"s as a chef. Then they go together to Fa ie3s ho e on a fil would otorbi"e. There is an introductory song !laying on usic. I ho!ed that this odern i age of the that coo"ing is a &ob not only bac"ground. It is a "ind of !o! for their

otivate the !u!ils and show the

others and grand others. a"e a si !le si ulation with the !u!ils. I chose five different boo" Fa ie3 Dinners, which was !ublished in (..E. =u!ils got the

I decided to reci!es fro

reci!es and therefore were divided into five grou!s. They were su!!osed to !re!are a !resentation together1 to !retend coo"ing, describing the !rocess and trying to introduce or teach new vocabulary their class ates. They were su!!osed to beco e coo"s and !ossibly teachers. They did not have to learn

ED

the reci!es by heart 4 they could read the . I suggested using !ictures or tic"ets with words during the show. I chose reci!es for to ato sou!, thai water elon salad, farfalle with carbonara and s!ring !eas, su ba"ewell tart. I brought the original boo" with his restaurant, the fifteen boys and food and er tray4ba"ed sal on and e so that the !u!ils can have a

loo" at it, see it in colours and see the !hotos of Fa ie, his fa ily, !ictures of eals, too. I also brought his latest boo" called Fa ie at ho e, which was !ublished in (..C.

%#!ected !roble s
I su!!osed !u!ils not to understand the listening very well. That is the reason why I decided to !lay C'ech subtitles. Fa ie and his Irish friend s!ea" together 5uite 5uic"ly, because the aterial is not ade to be a study aterial, but a show for basically ?ritish !eo!le. Their accent is strong. One has to be concentrated and "now %nglish 5uite well to understand everything. *owever, it is not so difficult co !letely and so e !arts are clear even for !re4 inter ediate students. I e#!ected boys not to be interested in coo"ing. +y !rediction was correct with a little detail issing I the girls were not interested, either.

Une#!ected !roble s
I did not e#!ect to classroo ove the class fro their classroo to the audio4visual as well as the si#th class and loosing ti e on it.

I e#!ected the !u!ils to "now basic vocabulary connected with coo"ing1 ingredients, food, so e basic verbs such as grate, stir, !our etc., tools such as !an, !ot, oven etc. $o e !u!ils did not "now dictionaries so uch and had to loo" everything y hel! or u! in dictionaries. $o e !u!ils were good and did not need uch, but there were only a few of the . ar4translation ethod,

+y lesson suddenly ha!!ened to be using gra although it was not

y intention, and tent to be boring in so e grou!s, where

were not any good students and !u!ils had to translate the te#t word by word

EA

with dictionaries. I tried to hel! the , but I did not want to translate the te#t instead of the , so y advice was rather s!oradic.

The first lesson !lan

1. -( (. Organi'ational !art inutes/ Introductory 5uestions i ing

2hat do you thing we are going to tal" aboutL W Do you li"e coo"ingL Can you coo"L Is it a good ; interesting &ob to be a coo"L Do you "now so e coo"L %tc. -: :. inutes/ Introducing Fa ie Oliver

Fa ie Oliver is a young %nglish an established a restaurant called Kifteen in ,ondon. %very year, he hires fifteen young !eo!le living in streets and !rovides one4year4education course. They beco e coo"s. *e has !ublished a few coo"ery boo"sM the latest is called Fa ie at ho e. -They can have a loo" at the boo" 4 I have the %nglish original./ *e also has a !o!ular T> show. *e is arried and has two s all children. -( E. -: H. B. -(. C. -: D. -1. A. inutes/ ?rainstor ing I coo"ing inutes/ 2hat do you li"e to eatL 2hat would you li"e to be able to coo"L 2atching D>D, filling in the 5uestionnaire inutes/ Chec"ing the answers -with !artner, then with teacher/ inutes/ %#!laining the !ro&ect tas", showing the scene with !ictures, division inutes/ Organi'ational !art -( inutes/

into grou!s, distributing reci!es.

H.

*o ewor"1 translate the reci!es so that you "now new vocabulary and you can understand the !rocedure of !re!aration.

The first lesson

)fter we oved to audio4visual classroo and lost about 1. inutes fro the lesson, I went according to y lesson !lan. I tried to otivate the !u!ils and saying that he was

describe Fa ie Oliver in the best way, but I heard the stu!id boy and that it was silly. +ost of the

also said they did not li"e ight get interested. I

coo"ing and did not "now any coo". 0enerally, the res!onse was negative all over. Nevertheless, I !layed the D>D ho!ing that they as"ed the to fill in the 5uestionnaires, but soon I recogni'ed that they would o ent they read the answer they needed, they

not be able to. They see ed not to listen to the video at all and I thin" they only read the subtitles. )t the 2hat is started to listen to the %nglish, but it was already gone. The result was sad. ore, they were not ha!!y with the reci!es I gave the . I was disa!!ointed after the first lesson with this class.

The second lesson !lan

1. -( (. -E. :. -: Organi'ational !art inutes/ 2or"ing out the !resentation in grou!s -drawing !ictures, division of inutes/ Organi'ational !art inutes/

roles a ong !u!ils, as"ing 5uestions the teacher etc./

The second lesson

The second lesson was uch better than the first one. The !u!ils see ed ore interested in the to!ic or were at least so ehow reconciled with it. *owever, only one grou! had translated the reci!e at ho e, the rest !ull the bags, so e of the out of their a ong badly creased. $o e !u!ils did not even bring it, but those

were e#ce!tions. I brought dictionaries to the class and distributed the

H1

children. They started translating. $o e !u!ils divided the wor" a ong the selves within the grou!, which they understood so ething fro eans that so e of the translated and so e were drawing !ictures for !resentation and hel!ing with the translation if the reci!e. I was onitoring all the ti e and hel!ing student with difficulties. I was shoc"ed when I found that they had to loo" u! in the dictionaries words li"e a !ot, a slice or even a !eanut. )t the end of the lesson, I as"ed the !u!ils to divide the rest of wor" a ong the and finish it before the ne#t lesson, when the !resentation would ta"e eant to finish the translation and !re!are the !resentation, draw !lace. I

!ictures or another way how to !resent the reci!e.

The third lesson !lan

1. -( (. -E( :. -1 Organi'ational !art inutes/ =resentations of the grou!s inutes/ Organi'ational !art inute/

The third lesson

The !resentation lesson was little bit hectic, because in two entered out classroo and told inutes after the beginning of the lesson, an %nglish teacher teaching in the neighbouring class e that we had to be &oined together with the other grou!, because of so e reason I do no re e ber. The only !ossible answer was yes, so I waited until the grou! co e in and sat down and then we could start. The first grou! !resented the reci!e for farfalle with carbonara and s!ring !eas. Two !u!ils fro the grou! were chosen to !resent it. They had nice !ictures of showed the !icture during the other one read the ingredients and one of the

the reci!e. )fter this introduction, one of the !u!ils continued reading, but the

H(

show sto!!ed. It was obvious the he read it for the fist ti e loud. I could not understand hi hi very well because he did not !ronounced correctly. I sto!!ed sure that neither his in a while because it was no use listening to hi . I a

class ates could understand hi , because if they did not "now basic words, they definitely could not understand the ore difficult ones.

The second grou! was su!!osed to !resent thai water elon salad. 2hen I as"ed the to co e in front of the class and start, they did not ove. It too" e a second to understand that they were not !re!ared. I did not "now why, because they had translated the whole reci!e the !revious lesson. I as"ed the to co e and read the reci!e at least, but they had left it at ho e. I was disa!!ointed and angry. I told the to rewrite the translation of the reci!e at ho e and bring it to their %nglish teacher the ne#t lesson. The ne#t grou! !resented the reci!e for to ato sou!. There were only two girls in the grou!, but they did very well. They had !re!ared so e !ictures and showed not only the ingredients, but also !retended coo"ing. Unfortunately, they wished not to be recorded, so I do not have the on y video.

The fourth grou! showed us !re!aring sal on. I "new that those boys had been translating the reci!e last lesson and did not did not su!!osed the $o I brought so e !lastic food fro anage to !re!are any !ictures. I a !an and a s!atula after short ti e. to do it at ho e, either, although it was their ho ewor". ho e and lent the

too. Their !resentation was nice and hu orous and everybody li"ed it. *owever, they were not good at reading and I sto!!ed the ?ut their attitude was good. The last grou! s!o"e about ba"ewell tart. I really li"ed their !ictures I they were )E for at !a!ers folded in half so that they ade GroofO and could stand. =u!ils could see all the !ictures dis!layed. They read the reci!e well. )t the end of the lesson, we still had so e ti e left because of the one grou!, which did not do the !resentation. I as"ed the !u!ils to ta"e a !iece of !a!er and write al the words connected with food and coo"ing they could re e ber

H:

fro

the last three lessons. I was !ositively sur!rised with the result. I left the inutes and so e of the as"ed e for e#tra ti e, they still a#i u

of about five

"new so e words they wanted to write down. $o e !u!ils did very well, they anaged to write down a lot of words and add translation, too. The twenty4two words, one of the nu ber was twenty4four and all the words were translated. Two children wrote with translation. Two !u!ils eighteen, one seventeen with translation, one si#teen, one fifteen with translation, three thirteen words, one twelve, one eleven, two ten and one boy wrote only si# words. I onitored the class during writing because I wanted the their reci!es. They sur!rised to sign their !a!ers and not to co!y fro as sea salt, fresh large !an. In the last five inutes we !layed a ga e called GThe al!habet ga e.O e with words such

int, gas stove, e#tra virgin oil, s o"y bacon, tables!oon or

Children were as"ed to say words connected with coo"ing and food in al!habetical order, i. e. a word beginning with a, then b etc. 2ho "new one could stand u! and write it on the board. They were 5uite creative and used so e words they could re e ber fro their reci!es, e. g. farfalle or gas.

HE

1E. K%%D?)C@
To get so e feedbac", I as"ed all the !u!ils antici!ating in the !ro&ects to fill in 5uestionnaires. They were anony ous, because I wanted to "now the truth. TR)>%,,IN0 0%N%R), UU%$TION$ 1. 2hat do you !refer1 a/ learning fro b/ learning fro aga'ines (. *ave you ever done a !ro&ect in %nglish classL RRRRRRRR.. W If yes, how any ti esL RRRRRRRRR. a te#tboo" another aterials such as boo"s, ovies, leaflets,

W 2as it easy or difficult for youL RRRRRRRR W what was the ost difficult !art of the !ro&ectL

a/ !re!aration I searching for infor ation b/ wor"ing out the !resentation I coo!eration with your class ates, su ari'ing the infor ation, choosing infor ation etc. c/ !resentation I s!ea"ing, standing in front of the class

TR)>%,,IN0 =ROF%CT UU%$TION$ :. Did you li"e the !ro&ect about travelling to %ngland and IrelandL 2hy yes or why notL RRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRR E. Circle the state ents you agree with1

HH

4 4 4 4

I learned new things I didn3t learn any new things I li"ed wor"ing with a!s I didn3t li"e wor"ing with different to y te#tboo" aterials which were aterials such as leaflets, boo"s,

4 4 4 4

I li"ed wor"ing with the Internet I didn3t li"e wor"ing with the Internet I li"ed !resenting the results orally in front of the class I didn3t li"e !resenting the results orally in front of the class

4 4 4 4 4 4 4 4 4

The whole tas" was rather easy for The whole tas" was difficult for I was interested in the to!ic I wasn3t interested in the to!ic e

e e

The whole tas" was not easy nor difficult for

It was better that wor"ing with te#tboo" It wasn3t better than wor"ing with te#tboo" I wish we had ore ti e for this !ro&ect

There was enough ti e for this !ro&ect

HB

C*)R,I% )ND T*% C*OCO,)T% K)CTORN 0%N%R), UU%$TION$ H. 2hat do you !refer1 a/ learning fro b/ learning fro aga'ines B. Do you use additional aterials in %nglish language lessonsL -boo"s, aterialsL a te#tboo" another aterials such as boo"s, ovies, leaflets,

aga'ines, songs etc./ If yes, what RRR..

RRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

C*)R,I% )ND T*% C*OCO,)T% K)CTORN C. *ad you "nown the story before we watched it at schoolL E. Did you a/ understand s!o"en %nglish in the b/ understand the subtitles in the ovie ovie

c/ didn3t understand at all, watched the !ictures only H. Did you learn anything new or notL B. Did you li"e dancing li"e Oo !a I ,oo !asL a/ Nes, I did. b/ Nes, I did. I li"e when I can c/ No, I did not. d/ I don3t care. C. 2ould you li"e to read the boo" nowL 2hyL RRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRR ove in lessons.

HC

D. Do you wish we had

ore ti e for wor"ing with Charlie and the

Chocolate Kactory or was it enoughL

COO@IN0 0%N%R), UU%$TION$ 1. a/ learning fro b/ learning fro aga'ines (. Do you ever listen to s!o"en %nglishL a. no, not at all b. yes, at school, listenings in c. yes, on T>, in y te#tboo" ovies -video D>D/ etc. 2hat do you !refer1 a te#tboo" another aterials such as boo"s, ovies, leaflets,

(. *ave you ever done a !ro&ect in %nglish classL RRRRRRRR.. W If yes, how any ti esL RRRRRRRRR.

W 2as it easy or difficult for youL RRRRRRRR W what was the ost difficult !art of the !ro&ectL

d/ !re!aration I searching for infor ation e/ wor"ing out the !resentation I coo!eration with your class ates, su ari'ing the infor ation, choosing infor ation etc. f/ !resentation I s!ea"ing, standing in front of the class F)+I% O,I>%R, COO@IN0 :. *ad you heard about Fa ie before we s!o"e about hi E. Do you li"e hi L at schoolL

HD

H. Did you li"e the video we watchedL a. yes, I did, it was interesting b. yes, I did, but I didn3t understand it c. no, I didn3t, it was silly d. no, I didn3t, I don3t li"e coo"ing e. other1 RRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRR B. Circle the state ent you agree with1 4 I learned so e new things 4 I didn3t learn anything new 4 I li"ed !resenting the results orally in front of the class 4 I didn3t li"e !resenting the results orally in front of the class 4 I was interested in the to!ic 4 I wasn3t interested in the to!ic 4 It was better that wor"ing with te#tboo" 4 It wasn3t better than wor"ing with te#tboo" 4 The whole tas" was rather easy for 4 The whole tas" was difficult for 4 I wish we had 4 e e e

4 The whole tas" was not easy nor difficult for

ore ti e for this !ro&ect

There was enough ti e for this !ro&ect ediately after our

I did not as" the !u!ils to fill in the 5uestionnaires i lessons, but I left so e ti e for the teachers to do it with the bac" to their co

to settle down and as"ed their %nglish y teaching with the benefit of

in about three wee"s. I wanted the !u!ils to co e

on lessons and thin" about

HA

hindsight. I was afraid that so e !u!ils, es!ecially the worse ones, &udged the lesson too e otionally i to be co !letely negative &ust to tell the bad ho e and aybe discussed the ediately after the and

ight have

ight have tried y lessons at

e I was a bad teacher, because I gave

ar"s. I also su!!osed so e !u!ils to thin" about

with friends, class ates of teachers. that I would acce!t ore than "nowledge

The teachers hel!ed the in this case.

with translation, too. I told the

answers in C'ech, because I a!!reciated the infor ation

B.

1H. R%$U,T$
Travelling
I got 1D co !leted 5uestionnaires. I found out that two thirds of the !u!ils !refer wor"ing with su!!le entary the aterials to wor"ing with te#tboo"s. )ll of had done a !ro&ect at school before and two thirds found it easy.

The ne#t 5uestion dealt with de andingness of a !ro&ect. %leven !u!ils of eighteen found the !resentation itself the of the ost difficult !art of the !ro&ect. Kive !re!aration. did not li"e wor"ing out the !resentation and two of the

The ne#t !art was about %leven !u!ils li"ed it.

y !ro&ect. $even !u!ils did not li"e it. Two of those

said that they did not li"e doing !ro&ects, another two wrote T It is bored.

%leven !u!ils thin" that they learned so e new thingsM seven did not learn anything new. Kourteen !u!ils li"ed wor"ing with additional aterials, four did told not. )ll the !u!ils li"ed wor"ing with the Internet, although !art of the

e in the lesson that they did not have the Internet at ho e and therefore could not have done the ho ewor". Only two !u!ils li"ed !resenting the !ro&ect in front of the class, the rest did not. That is what I had e#!ected. They were able to wor" with aterials I gave the very wellM they chose the needed or the ade notes in their noteboo"s. ?ut they did ost i !ortant infor ation and

not li"e s!ea"ing and being watched by their class ates and the teacher. Two !u!ils found the whole tas" rather difficult, one !u!il easy and the rest thin" that it was ade5uate. Two thirds of the !u!ils were not interested in the to!ic, but the sa e nu ber of the thin" that it was better than wor"ing with a ore ti e for it. te#tboo". *alf of the class thin"s that there was enough ti e for the !ro&ect and the other half thin"s there should have been

Charlie and the Chocolate Kactory

I got si#teen co !leted 5uestionnaires, which the !ro&ect filled it in. eans that all the !u!ils who did

B1

$even children !refer learning fro

a te#tboo" to learning fro

su!!le entary

aterials. It is a huge difference between the al ost all the !u!ils answered that additional children wrote that they use additional translated this word for the fro fro

and higher grades, where

aterials are better. +ost of the

aterial seldo . I thin" that the teacher

C'ech and they used it, because they did not

"now any other suitable word. It is strange when one gets the sa e answer C.Q of res!ondents. Kifteen !u!ils had "nown the storyM it was new only to choose one answer only, but they for one !u!il. +ost of the children said that they had understood both s!o"en %nglish and subtitles. I wanted the circled two of the . I thin" they wanted to say that they had been listening and reading the subtitles and therefore had understood. $even !u!ils thin" they learned so ething new, nine of the and so e of the of the did not learn anything. Kive children do oving in lessons. Ten children do not thin" anything s!ecial about dancing, they did not care, but the rest li"ed it entioned that they li"e not even thin" about reading the boo", because they do not li"e reading. Kour would li"e to read it and two would li"e to read it in C'ech. Kifteen ore ti e for this !ro&ect, but I a ore gra uch. afraid that they only ar and e#ercises, they !robably children wish to have

li"ed watching the fil . If we did would not have li"ed it so

Coo"ing
I got 1C filled 5uestionnaires. Kifteen !u!ils !refer learning fro aterials than te#tboo"s according to the . %leven children %nglish on T>, in fro ovies etc, si# of the different eet s!o"en

only at school in listening e#ercises a"ing a !ro&ect,

their te#tboo"s. There was not any child who would not co e in contact

with s!o"en %nglish at all. )ll the !u!ils had e#!erience with

but they could not re e ber the e#act nu ber. One !u!il wrote TI don3t no. One half -nine/ found it easy, the rest difficult. The ne#t 5uestion about the ost difficult !art of the !ro&ect was not so one4sided as in other classes. 2hereas children in other classes una biguously did not li"e !resentation itself, it was different here. Kive children did not li"e !re!aration, four children wor"ing out the !resentation and eight of the the !resentation.

B(

Twelve !u!ils had heard about Fa ie Oliver. Kourteen !u!ils do not li"e hi . +ost of the children li"ed the video I !layed for the , but they did not understand it. Kour !u!ils though it was silly. Only one !u!il said it was interesting. One half of the class thin"s that they learned so ething new and the sa e a ount of !u!ils was interested in the to!ic. Thirteen !u!ils did no li"e !resenting in front of the class. Kourteen children thin" it was better than wor"ing with a te#tboo" and twelve !u!ils did no find the tas" to be neither easy nor difficult. Nine children wish to have ore ti e for this !ro&ect.

B:

1B. CONC,U$ION OK T*% =R)CTIC), =)RT

The use of authentic aterials in %,T is entioned in al ost all the odern

teaching a!!roaches and

ethods. I used the

in !ractice at a !ri ary school

with si#th, eights and ninth graders. The result was !ositive and it only confir ed its irre!laceableness. The wide range of ain !ictures and audio I video ain advantage of this a!!roach is the ostly wor"ed with leaflets, any ore !ossibilities. The aterials that can be used. I aterial, but there are ethod.

ethod I used was a !ro&ect

2e can generally say that the !re!aration for a lesson with a use of authentic aterials is ore de anding for teachers, but the yield for !u!ils is a co ore than fro uch higher that fro language for life on lesson. In addition, they are learning to use a ost te#tboo"s. The also develo! a lot of !lanning

s"ills ne#t to learning the language itself, e. g. wor"ing with the Internet, searching for infor ation, social I cultural understanding, long4ter etc. I chose three to!ics for interesting and y !ractice, which I thought would be the aterials. I used y own ost

ost beneficial for the !u!ils. The to!ics were travelling, aterials, Ireland and 0reat ?ritain, but those to!ics should be a"ing

coo"ing and fil . I was not difficult to find which I had brought fro fro

easy to !re!are for all teachers. The !u!ils were delighted with the change their te#tboo". *owever, I found out that they were not used to !ro&ects. They can wor" out a very good !iece of wor", but they cannot !resent it very well. Their "nowledge bac"ground was not as it should have been in ost casesM they ade a lot of ista"es. +ost of the !u!ils also li"ed the to!ics ost !arts of the !ro&ect. aterials and odern alternative teaching I had chosen. $ur!risingly, they did not li"e the to!ic coo"ing. In s!ite of their lac" of interest, they wor"ed well in I would reco a!!roaches and good class end using authentic

ethods to all the language teachers. It is i !ortant to have

anage ent s"ills and be able to ins!ire the !u!ils. The !ositive

results will definitely delight both teachers and their students.

BE

1C. CONC,U$ION
In this cha!ter I will su on the to!ic and During u! the conclusions I have co e to during y wor"ing

y !ractical wor" at school. aterials !lay an i !ortant

y wor", I have found out that authentic

role in teaching a second language. They enrich the traditional lessons and are interesting for students, too. *owever, the !u!ils are not used to learning fro alternative sources. They do not have uch res!onsibility for their learning. In y o!inion, they should be taught inde!endence since early age. I see the !roble in fossili'ed i age of lessons, which have been in C'ech

since )ustro I *ungarian era. There are so e atte !ts for a change, but the alternative a!!roaches still have to recede to traditional syste s. There is a lac" of e#!erience with alternative the ethods a ong teachers, who cannot use to be useful. aterials and it is also effectively or do not consider the

It is de anding to !re!are a lesson with use of authentic not easy to get the used uch. aterials, too. It

ay be one of the reasons why they are not

I very a!!reciate the !ossibility to try to i !le ent authentic une#!ectedly a!!ear. I will not conde n authentic consider the finding ways of using the . I ho!e that

aterials into ay and

teaching. In future, I will be aware of so e difficulties, which to be very useful and enriching. I will "ee! collecting the

aterials at all. I still

y wor" will be an ins!iration for teachers of future teachers, y teaching !ractice was not co !letely !ositive. *ard

although the result of

wor", which is connected with alternative teaching, should not discourage teachers. On the contrary, they should ta"e it as a challenge of better teaching.

BH

1D. ?I?,IO0R)=*N
Dic"inson, ,eslie. Self-instruction in (an$ua$e (earnin$" Ca bridge University =ress, 1ADD. 0ill, $i onM XaY"ovZ, +ichaela. )ntercultural Activities" O#ford University =ress, (..(. *utchinson, To . )ntroduction to /ro0ect %or," O#ford University =ress, 1AA(. Fones, @en. Simulations in #eachin$" Ca bridge University =ress, 1AA.. @ra sch, Claire. 'ontext and 'ulture in (an$ua$e #eachin$" O#ford University =ress, 1AAB. ,ewis, 0ordon. #he )nternet and 2oun$ (earners" O#ford University =ress, (..E. =hilli!s, DianeM ?urwood, $arahM Dunford, *elen. /ro0ects with 2oun$ (earners" O#ford University =ress, (..:. $te !les"i, $usanM To alin, ?arry. 4ideo in Action" Ca bridge University =ress, 1AA.. Teeler, DedeM 0ray, =eta. 9ow to 7se the )nternet in :(#" =earson %ducation ,i ited, (.... To alin, ?arryM $te !les"i, $usan. 'ultural Awarness" O#ford University =ress, 1AA:. >aldes, Foyce +errill. 'ulture =ound" Ca bridge University =ress, 1AA(.

BB

2al"er, Carolyn. /en$uin 5eaders #eacher s 6uide to 7sin$ 8ilm and #4" =enguin ,ong an =ublishing, 1AAA. 2right, )ndrew. /ictures for (an$ua$e (earnin$" Ca bridge University =ress, 1AAE.

Internet sources1
www:.telus.net;linguisticsissues;authenticmaterials.ht l -.1;.E;(..D/ htt!1;;www.!roliteracy.org;downloads;litsca!e;,it$ca!e2inter.B.!df -1H;.:;(..D/ htt!1;;www.teachingenglish.org.u";thin";articles;using4authentic4 aterials -(1;.:;(..D/ htt!1;;www.esl4lab.co ;research;si ul.ht -.:;.E;(..D/

BC

1A. $U++)RN
The wor" deals with use of authentic gives reasons for authentic is !ractical use of authentic aterials, such as boo"s, video,

usic etc. in teaching %nglish language. It refers to s!eciali'ed sources and aterials usage. =articular attention is drawn to aterials in real environ ent of a !ri ary school. ulticultural bac"ground. )nother i !ortant feature which the wor" deals with The wor" describes the !rocess and elaborates the results.

BD

)TT)C*+%NT$

BA