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Contents



INTRODUCTION………………………………...….................3

THEORETICAL PART




  1. CHOOSING A TOPIC FOR BACHELOR THESIS...........4

1.1 CROSS-CURRICULAR LINKS.................……........……………..4

1.2 EVALUATION OF THE ENGLISH COURSEBOOK …................5
2. LITERATURE IN TEFL..................................…………...6

2.1 REASONS FOR INCLUDING LITERATURE IN TEFL ………...6

2.2 LITERATURE IN COMMON EUROPEAN FRAMEWORK OF

REFERENCE………………………………………………………8

2.3 MAKING A DECISION TO USE NOVELS.................................. 9
3. LITERARY PROJECTS...................................................11
3.1 CLASS PROFILE............................................................................12

3.2 LITERARY ACTIVITIES...............................................................13


PRACTICAL PART
4. BRITISH AND AMERICAN NOVELS IN PRACTICE...15
4.1 LESSON PLAN – LITERARY PROJECT - IVANHOE...............15

4.2 LESSON PLAN – LITERARY PROJECT -



ROBINSON CRUSOE.......................................................................23
4.3 LESSON PLAN – LITERARY PROJECT -

THE ADVENTURES OF HUCKLEBERRY FINN.............................30

4.4 LESSON PLAN – LITERARY PROJECT - FRANKENSTEIN......36

4.5 LESSON PLAN – LITERARY PROJECT –

JANE EYRE AND WUTHERING HEIGHTS.....................................42
CONCLUSION…………………………………………………...............48
RESUME.....................................................................................................49
BIBLIOGRAPHY.......................................................................................50
APPENDIX.................................................................................................

INTRODUCTION
Should language teachers include teaching literature in TEFL at primary schools?

Should language teachers use literary texts with primary school pupils?

Is there any relationship between the study of language and literature?

Should primary school pupils have some basic knowledge of British and American literature?

Are primary school pupils able to read literary extracts from British and American literature in the original?
The aim of the bachelor thesis is to respond to these questions related to literature in foreign language lessons at primary schools, especially on the basis of my long–time interest in this theme and through my own teaching experience. It has been developed in piloted literary projects which are seen in the practical part of the bachelor thesis. These literary projects are focused on including British and American novels to prove the fact that primary school pupils are able to succeed in integrating literature in English lessons.
The bachelor thesis has two main parts – theoretical and practical. The theoretical part

presents reasons for including literature in the foreign language lessons from various points of view. It also demonstrates useful ideas why language teachers should include literature in language lessons and the way how they should direct their attention to appropriate choice of literature. In addition to these facts, it shows helpful suggestions concentrated on various activities and motivational strategies teachers can use to awaken students´ interest in literature itself.


The practical part offers using literature in practice and the way how I, as an English teacher, include British and American novels in my English lessons. My concept of including British and American literature in TEFL at primary school is based on using literary extracts selected from famous novels and their using in lesson plans.


1 CHOOSING A TOPIC FOR BACHELOR THESIS

I started to think about using literature in English lessons when I worked on my assignment for a course in British and American literature at the Faculty of Education last year. This assignment was focused on using literature in English lessons. I had to select an extract from a novel by Walter Scott and create two 45-minute or one 90-minute lesson plan, using the extract. I was very keen on this idea but I did not have any

experience in using literature, especially novels, in English lessons. I asked my more experienced colleagues to help me create a lesson plan for a novel called Ivanhoe. Unfortunately, I ascertained that both my colleagues teaching foreign languages at our primary school and my schoolmates at the Faculty of Education had hardly any experience with using literature in English lessons. The reason is that they often think that primary school pupils are not able to improve their language skills by using British and American literature in English lessons.
I decided to try to change their opinions and demonstrate to them new perspectives on language itself and show them the way how to present literature by using novels in English lessons through the piloted literary projects.
1.1 CROSS-CURRICULAR LINKS
My concept of the lesson plans is aimed at teaching English because now I have been teaching English for six years at the primary school in Štíty. I teach English to students from twelve to fifteen years old therefore the lesson plans are convenient for language teachers teaching English at primary schools.
I made a decision to ask my colleagues to participate in my work on the literary projects with the intention of improving cross-curricular links in our school. On the basis of the development of the cross-curricular links I have cooperated not only with language teachers but also with primary school teachers teaching Czech Language and Literature, History, Art, Information Technology, Civics or Geography. The idea of the development of the cross-curricular links is presented in Framework Educational Programme for Primary Schools. According to this idea, teachers should cooperate and

Create appropriate topics to encourage cross-curricular links. ( Jeřábek and Tupý 2005:11 )


It was my intention to enable students to use the learned knowledge in other school subjects. Each my lesson plan includes students´ projects which are based on the concept of the cross-curricular links. Students created their projects not only in English lessons but also in other lessons in order to enrich their general knowledge.

1.2 EVALUATION OF THE ENGLISH COURSEBOOK
I evaluated coursebooks I use in my English lessons. In our school students use a 4–year course of English textbook called Project Newbold and Hutchinson, OUP 2001. Through all four coursebooks Cultural projects and Cultural pages are to be presented some cultural aspects. In Project 1 and Project 2 used in the sixth and seventh grade some topics concerning British school subjects, houses or families are featured but there is no reference to British or American literature. In Project 3 used in the eighth grade there are some articles about British sports, the school system, leisure activities and some historic facts of England e.g. a reference to The Great Fire of London. There is also some geographical information relating to Canada and New York. Next, students read a short article about Shakespeare, Florence Nightingale, John Lennon and Lady Diana in Cultural projects called Famous Britons. In Project 4 used in the ninth grade there are some references to The United Kingdom. Attention is drawn to the terms Britain and England. Further, students learn geographical facts about Australia.
It is obvious from the above that Project is in many ways unable to provide sufficient teaching material for integrating British and American literature in English lessons. In response to the literary gap in the coursebook, my intention was to create such lesson plans I can use as supplementary literary material in English lessons.
2 LITERATURE IN TEFL
According to Carter and Long, in the seventies or early eighties it was diffucult to find something about teaching literature in TEFL. It seems that it was caused by reason of inaccurate comprehension of the role of the literature teaching or the relationship between the study of language and literature in TEFL. During the 1980s the situation has changed and literature has been becoming a part of the study of language.

(Carter and Long 1991:1 ) Not so many years ago, including literature in TEFL was supposed to be unacceptable and too demanding at a pre–university level:


Literature was thought of as embodying a static, convoluted kind of language, far removed from the utterances of a daily communication. Keeping literature off the syllabus, however, has produced a certain amount of unease as well. There is awkward fact that many learners want and love literature texts, as we have found time and time again. Similarly, they often wish to become more familiar with patterns of social interaction in the country which uses the target language (Collie and Slater 1992:2).

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