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MASARYK UNIVERSITY BRNO

FACULTY OF EDUCATION

Department of English Language and Literature

Teaching English through Literature Using Oscar Wilde´s Short Story The Canterville Ghost

Final Thesis

Supervisor Author PhDr. Alena Dobrovolná, Ph.D. Mgr. Andrea Škrobová

Brno 2020

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Prohlášení

Prohlašuji, že jsem závěrečnou práci CŽV vypracovala samostatně, s využitím pouze

citovaných literárních pramenů, dalších informací a zdrojů v souladu s Disciplinárním řádem

pro studenty Pedagogické fakulty Masarykovy university a se zákonem č. 121/2000 Sb., o právu

autorském, o právech souvisejících s právem autorským a o změně některých zákonů (autorský

zákon), ve znění pozdějších předpisů.

Declaration

Hereby I declare that this paper is my original authorial work, which I have worked out

on my own. All sources, references, and literature used or excerpted during elaboration of this

work are properly cited and listed in complete reference to the due source.

Brno, 21st December, 2020 ………………………….

Andrea Škrobová

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Acknowledgement

I would like to thank my supervisor PhDr. Alena Dobrovolná, PhD. for her helpful

advice and kind guidance. I appreciate her friendly attitude, her suggestions and support. I

would like to thank my husband and son for their encouragement and patience. Last but not

least, I am grateful to my pupils for their cooperation and participation.

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Bibliographic Record

Škrobová, Andrea. Teaching English through Literature Using Oscar Wilde´s Short

Story The Canterville Ghost. Brno: Masaryk University, Faculty of Education, Department of

English Language and Literature, 2020. 59 pp. Supervisor: PhDr. Alena Dobrovolná, Ph.D.

Annotation

The final thesis focuses on teaching English through literary texts. The theoretical part

analyses the advantages of using literature in an English classroom. For the purposes of this

thesis, Oscar Wilde´s short story The Canterville Ghost was selected. The text was used as a

base for designing four lesson plans containing pre-reading, while-reading and post-reading

activities and complementary worksheets. The practical part was piloted on seventh graders in

English lessons at a lower secondary school. The main aim of this work was to introduce a text

to the pupils and to prove that literary texts provide learners with sufficient opportunities and

stimuli for learning English. The teenagers were able to read the story and participated

successfully in all suggested activities. The results of an informative survey showed that the

majority of the learners were satisfied with the literature based lessons.

Keywords

using literature, reading, short story, The Canterville Ghost, lesson plans, EFL,

teenagers

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Anotace

Závěrečná práce se zaměřuje na výuku angličtiny prostřednictvím literárních textů.

Teoretická část analyzuje výhody využití literatury v angličtině. Pro účely této práce byl vybrán

krátký příběh od Oscara Wilda Cantervilleské strašidlo. Text byl použit pro tvorbu plánu výuky,

čtenářských aktivit a doplňujících pracovních listů. Praktická část byla testována se žáky sedmé

třídy na druhém stupni základní školy. Hlavním cílem této práce byla četba literárního díla se

žáky a ověření teze, že literatura poskytuje dostatek příležitostí a podnětů pro výuku angličtiny.

Výsledky pilotáže ukázaly, že náctiletí žáci byli schopni pracovat s textem a úspěšně zvládli

všechny aktivity dle plánu výuky. Dotazníkový průzkum ukázal, že většina žáků byla spokojena

s výukou angličtiny na základě literatury.

Klíčová slova

využití literatury, četba, krátký příběh, Cantervillské strašidlo, plán hodiny, výuka

angličtiny, náctiletí

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Table of Contents

Introduction ...................................................................................................................................................... 7

Theoretical Background ............................................................................................................................... 9

1 Literature in EFL Classroom ............................................................................................................. 9

1.1 Advantages and Values of Using Literature in the Language-learning Classroom ....... 9

1.2 Approaches, Strategies and Theories in Using Literature ................................................... 11

1.3 Motivation – why and how to provoke learners´ motivation .............................................. 15

2 Selected Approaches to Dealing with Texts ................................................................................ 16

2.1 Questions and Responses in the Class ....................................................................................... 16

2.2 The Role of Prediction ................................................................................................................... 18

2.3 Cultural Aspects in Literature ...................................................................................................... 18

2.4 Learners´ Background and their Experience ........................................................................... 19

3 Teaching Teenagers through Novels and Short Stories ......................................................... 20

3.1 Using Novels and Short Stories................................................................................................... 20

3.2 Teaching Teenagers ........................................................................................................................ 22

Empirical Part ................................................................................................................................................ 25

4 Methodology, Procedures and Results ......................................................................................... 25

4.1 Reasons for Using Oscar Wilde´s The Canterville Ghost ................................................... 25

4.2 Timing, Class Profile ...................................................................................................................... 25

4.3 Lesson Plans ...................................................................................................................................... 26

4.3.1 Lesson Plan 1 ................................................................................................................................ 26

4.3.2 Lesson Plan 2 ................................................................................................................................ 29

4.3.3 Lesson Plan 3 ................................................................................................................................ 31

4.3.4 Lesson Plan 4 ................................................................................................................................ 34

Conclusion ............................................................................................................................... 38

Bibliography .................................................................................................................................................... 39

List of Appendices ......................................................................................................................................... 42

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“Idea movet materiam.” — Maro Publius Vergilius

Introduction

I started writing my final thesis with a simple and ambitious idea hoping to create

something useful and helpful for my teaching career, something which I and hopefully someone

else might benefit from. I have had in mind my diploma thesis at Faculty of Education, Charles

University. It was a historic–sociological analysis of approach to university education which,

in fact, I have never used in practice of teaching except some soft-skills I gained when writing.

The second crucial thought was to write work similar to a cookery book, whenever there is

a right time and opportunity, I could use it with my pupils. In other words, I sought to write

a thesis customizable to my needs when teaching English. Therefore, I have decided to devote

my final thesis to teaching English through literature.

I must admit I experienced another struggle when choosing the right literary text. My

favourite novel Pride and Prejudice is a phenomenon among female readers all around the world

but it would not be suitable for my male learners. Subsequently, I searched and borrowed graded

readers books in the library in order to find the ideal text which I would be enthusiastic about

and which would be appropriate, encouraging and interesting for my pupils, girls and boys. It

took me approximately one month and then unexpectedly I found The Ghost of Canterville. I

realised I had used this story with one of my classes years before. The first lesson based on pre-

reading activities was very successful. Unfortunately, the other lessons were not interesting for

my pupils. They simply watched the presentation with audio recording and worked with

prepared worksheets. This experience helped me formulate one of the aims.

The main aim is to introduce a literary text to pupils at a lower secondary school and to

prove that literary texts provide learners with sufficient opportunities and stimuli for learning

English. The second aim is to create lesson plans and appropriate teaching materials which will

be interesting, supportive and useful for pupils, and pilot them with my learners to find out their

reactions and opinions of the lessons. The third aim is to examine learners´ responses and views

on the lessons.

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The final thesis is divided into two parts, i.e. theoretical and empirical:

The first chapter aims to discuss advantages of using literature in the English learning

classroom. The most fundamental reasons for teaching through literature are an educational and

personal enrichment, working with authentic material, cultural and language enrichment. The

chapter also studies different approaches and strategies which might lead to improvement in

English and profound understanding of literary texts. The last subchapter discusses the role of

motivation in the learning process based on literature.

The second chapter concentrates on selected approaches to dealing with literary texts.

The role of questions and prediction is examined together with various reasons for using these

activities in the classroom. The following subchapters illustrate how cultural aspects in

literature, and learner´s background and experience help connect understanding literary texts

with meaning of these texts for readers.

The third chapter aims at teenagers, who represent a specific category for teachers. The

importance of motivation, awareness of benefits from reading, and respect for learners´ choice

of topics are crucial elements when working with teenagers. Further, the advantages of using

novels and short stories and possible obstacles are analysed in depth.

The empirical part uncovers reasons for selecting Oscar Wilde´s The Canterville Ghost

which the four lesson plans are based on. It gives detailed information about a class profile and

timing emerging from the pandemic situation. Moreover, the lesson plans unveil aims,

procedures of the lessons and are accompanied by feedback on each lesson. An inseparable part

of the empirical phase are results of a survey revealing learners´ views on teaching English

through the literary text.

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Theoretical Background

1 Literature in EFL Classroom When thinking about literature, names of world´s literature such as, William

Shakespeare, Daniel Defoe, Jane Austen, Charles Dickens, F. Scott Fitzgerald or Virginia

Woolf spring to people´s mind. What is the difference between writing in general and literature?

Alexander (2007, p. 4) defines the merit of relevant writing as a mixture of human interest and

literary art. Similarly, great literature is described as a kind of writing which poses “excellence

of form or expression and expressing ideas of permanent or universal interest” (Merriam-

Webster, n.d.). Although people (teachers) nowadays have an effortless access to any kind of

texts, they have retained to read literature in an age of globalisation and digital era.

1.1 Advantages and Values of Using Literature in the Language-learning Classroom

Having struggled with the fundamental definition of literature, it is inevitably important

to state main and objective reasons why to teach literature in EFL Classroom1. Respected

authors studying literature and language teaching name various motives.

Firstly, literary texts are appreciated for humanity, morality, spirituality and tolerance.

Thus, readers may become better human beings (Showalter, 2003, p. 22). This benefit is surely

welcomed by the wider public. In the same manner, Lazar (2005, p. 19), Carter & Long (1991,

p. 3) and Collie & Slater (2006, p. 5) acknowledge an educational and personal growth function

which can inspire readers´ imagination, encourage development of basic criticism. Readers

might gain confidence when expressing their emotions and thoughts.

Secondly, working with authentic material is undeniably one of the main reasons for

using literature. Literary texts have been considered as valuable and beneficial spending of time

for centuries. Their primary purpose is to entertain. The majority of textbooks, meanwhile, work

with texts written for specific objectives, such as a unit topic, project, grammar, use of

vocabulary or pronunciation skills. It is not surprising, therefore, that readers deal with texts

which contain only parts of authentic language. Using literature also offers adequate space for

1 EFL stands for English as a foreign language.

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comparison between English and learners´ own literature (Collie & Slater, 2006, p. 3).

Involvement in literary texts may be more significant compared to texts widely used in

textbooks (Lazar, 2005, p. 15).

Thirdly, using authentic literature gives ways to cultural enrichment, especially when

visiting an English-speaking country is impossible (Collie & Slater, 2006, p. 4). It is obviously

clear that watching films, videos, podcasts, listening to the radio or reading the newspapers help

to experience cultural enrichment. Learners are exposed to different historical, political and

social background. Of course, atmosphere, plot, dialogues and traits of characters of a certain

book in English do not necessarily represent reality because literature is a work of fiction

(Lazar, 2005, p. 16).

Not surprisingly, Collie & Slater (2006, p. 5) mention the advantage of language

enrichment and underline the bounties and variety of language in authentic texts. They praise

literature for providing readers with a more memorable context, common collocations, sentence

construction and assigning meaning. Moreover, literature can offer topics for a further

discussion or writing tasks. Among the more abstracts benefits of literature is language

enrichment.

Exploring different aspects of life via characters, roles, settings, plot twists might be

enriching for learners who often see their perspectives as the only possible and real way (Beach,

Appleman, Hynds, & Wilhelm, 2011, p. 11). Literary texts give readers scope for creativity and

help to stimulate it (McKay, 1987, p. 193).

While Krashen (2004, pp. x–1) talks about improving students´ reading comprehension

and writing style. The emphasis is put on widening vocabulary, improving spelling and control

of grammar in his work. Krashen also sees reading as a way of reaching higher levels of English.

Finally, he recognizes the pure pleasure reading habit which can be developed by reading.2

Therefore, the sooner readers start to enjoy authentic texts in English, the better for their

motivation and language acquisition.

2 Krashen talks about free voluntary reading (FVR).

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To conclude, using literature in EFL classes is highly beneficial and valuable. Literature

helps learners to raise cultural awareness and stimulate their personal growth and linguistic

development.

1.2 Approaches, Strategies and Theories in Using Literature

Having discussed principal reasons for using literature in EFL classes, the main aim of

this chapter is to focus on approaches, strategies and theories in teaching literature. Knowledge

and understanding of approaches are considered a sine qua non for teaching literature. There is

a wide range of ways how to teach literature in EFL classroom. More specifically, whether to

emphasize grammar, vocabulary, syntax, linguistics or prefer personal experience, a socio-

cultural context. Other issues remain to be seen, i.e. selection of appropriate literary texts with

respect to improving language skills, a level of English proficiency, linguistic competence of

learners, type of classroom management etc.

Beach, Appleman, Hynds and Wilhelm (2011, pp. 6-9) delineate three specific theories

of teaching literature, i.e. transmission theory or teacher-centered, student-centered theory and

socio-cultural learning theory.

Transmission theories show a teacher as an expert who pours wisdom and impart

knowledge to pupils. A teacher plays a traditional classroom role. Transmission model

sometimes called the banking model of education puts emphasis on acquiring knowledge itself,

e.g. synonyms, antonyms, alliteration, assonance, then on understanding or interpretation of

literary texts. Dependent and passive learners´ roles may be considered as the main

disadvantages of this theory (Beach, Appleman, Hynds, & Wilhelm, 2011, pp. 6-7). Similarly,

Collie and Slater (2006, pp. 7-8) talk about teacher-centered approaches where a teacher as the

name suggests is in a traditional classroom role and provides learners with knowledge. They

criticize this approach for not using literary language by learners themselves. Furthermore, they

point out absence of sharing opinions and perspectives on literary work between readers. On

the contrary, teacher-centered theory more precisely performance teaching is praised for

bringing dynamics, a dramatic and intellectual atmosphere into the classroom. Teacher´s

performance is compared to a stand-up comedy. The only disadvantage is ability of the teacher

to act as a good or ordinary performer. The way how to improve teacher´s performance is to

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better speaking skills and speech training (Showalter, 2003, pp. 32-33). When using literature

in EFL classroom at secondary schools, literary texts represent the way of improving language.

Literary theory and teaching literature might be used at higher levels of education, i.e. grammar

schools and universities.

Student-centered theory represents the approach where learners are active, motivated

and truly engaged in the class. Primary impulse was from the American Progressive Movement

in education which was influenced by Swiss-born philosopher of the Enlightenment Jean-

Jacques Rousseau and his work Émile. Clearly, a learner is the true person responsible for

learning process which may bring advantages and disadvantages (Beach, Appleman, Hynds, &

Wilhelm, 2011, p. 7). Various student-centered activities, such as projects, brainstorming,

jigsaw, discussions, creative writing etc., are believed to be important for building relationship

between literature and readers (Collie & Slater, 2006, p. 8). Loveless (n.d.) recommends

incorporating technology into the classes which can stimulate learners´ involvement into

a learning process.

Socio-cultural learning theory is associated with Russian psychologist Lev Vygotsky.

His theory is based on a general presumption that children learn through social interaction.

Pupils learn inherently via collective activities. Together they share the purpose of learning, the

way how to overcome obstacles or how to achieve aims (Beach, Appleman, Hynds, & Wilhelm,

2011, pp. 8-9). Attention need to be given to discussions as the way to express thoughts,

opinions, perspectives. Literary texts create space for this type of conversation (Edelsky, Smith,

& Wolfe, 2002, pp. 5-6). Although the learning process is cooperative, the role of a teacher or

a tutor might be viewed as a teacher-centered. Another negative aspect of socio-cultural

learning theory is that it gives too much importance to individual responses. Moreover, the

opinions are influenced by social and cultural background of participants (Beach, Appleman,

Hynds, & Wilhelm, 2011, p. 44).

Scholars Beach, Appleman, Hynds and Wilhelm refer to text-centered theory. This

theory uses “language in the autonomous text itself as divorced from one´s subjective

experiences as well as formalist instruction involving identifying instances of character types,

point of view, setting, story development, and theme” (Beach, Appleman, Hynds, & Wilhelm,

2011, p. 42). Text-centered theory brings great benefits of text analysis. And vice versa, if

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activities are focus on text itself, there is no space for pupils´ experience, opinions and thoughts

in the classroom.

Lazar (2005, pp. 23-25) suggests several approaches to using literature with learners.

More particularly, she talks about literature for personal enrichment, literature as content and,

last but not least, about a language-based approach. Conception of literature as content is based

on a more traditional approach where learners get authentic texts and a teacher provides them

with more detailed information about a historical period and literary movement. Texts are set

in literary and social contexts enabling readers understand the topic from wider perspectives.

Clearly, this approach may be inconvenient for younger graders as they are not familiar with

literary movements and historic epoch. An advantage of this approach is certainly a large

variety of literary texts.

Literature for personal enrichment represents the approach which gives learners a

unique opportunity to express their own experiences, feelings, ideas and thoughts. They can

compare their opinions with literary texts and characters. On the other hand, choosing an

appropriate text for pupils may be difficult and challenging as some texts are remote from the

present. Additionally, some learners do not want to share their opinions, experiences with the

others (Lazar, 2005, pp. 24, 25).

A language-based approach is quite a wide approach and includes a variety of

techniques. It is focused more on language itself. It can help readers to understand a text better

and deeply because the language of the text captures their attention. The practical tasks of a

language-based approach, such as jigsaw reading, matching, gap-filling and creative writing,

foster awareness of language (Carter & Long, 1991, p. 71). The real value lies in an integration

of language and literature. Literature consistently proposes a broad spectrum of styles, registers

and dialects. Authentic texts are opened to a different interpretation of events, thoughts and thus

offer topics for discussions. But this approach often expresses concern that readers may be

exposed to linguistic issues and it can be demotivating for them. Also, a lack of knowledge

about the historical, cultural and social context can lead to a gross misinterpretation of literature

(Lazar, 2005, pp. 23-30).

Most approaches mentioned above enumerate not only advantages but also

disadvantages. Timucin (2001, pp. 272-273) suggests an integrated approach combining

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language-based approaches and stylistic analysis. This approach means to leave teacher-

centered activities and to concentrate on more student-centered ones. A research had been

carried out and the results showed that the students were highly motivated and involved. They

also appreciated the teaching process which facilitated their approach to literature and

understanding of the meaning (Timucin, 2001, p. 291).

Dhanapal (2010, p. 233) also advocates an integrated approach. She conducted a survey

which was focused on fostering critical and creative thinking skills. Not surprisingly, literature

was chosen as the basis for improvement of critical and creative thinking skills. She puts

emphasis on reader-response approaches and stylistic analysis and adds that “reader-response

approaches would enlist a variety of interpretation but with stylistics in play, readers would

follow some similar interpretative conventions” (Dhanapal, 2010, p. 234). The chart below

demonstrates the integrated approach (see Figure 1) which is praised for an effective learning

process and active involvement of learners in EFL classroom.

Figure 1. Integrated Approach Process (Dhanapal, 2010, p. 234)

Findings of the survey indicate that the integrated approach does help respondents to

enhance critical and creative thinking skills more successfully than the other methods used by

the teachers. Moreover, the survey confirms a hypothesis that the integrated approach is

appropriate to low and high level of English proficiency (Dhanapal, 2010, p. 238).

Student

Literary

Texts

Tentative Response

Modified/ Reaffirmed Response

Student is not imposed with preconceived ideas of the teacher.

- Interrelation between student and texts - Derives Conclusion

- Stylistic approach is used to seek evidence for response - Critical and creative thinking skills is in active state

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This subchapter has been devoted to various approaches and strategies of teaching

literature and their advantages and disadvantages in real life. With so many approaches how to

teach literature in EFL classroom, it is difficult to choose the right one. It is assumed that

approaches overlap. In fact, if a teacher knows benefits and limitations, he or she can lay special

emphasis on the appropriate one.

1.3 Motivation – why and how to provoke learners´ motivation

The following subchapter aims to contribute to motivation and learners´ autonomy.

Pupils have been raised in a world influenced by the internet, digital telecommunication, social

networking sites and television. These types of media are biased towards short-term satisfaction

and do not require any intense concentration. Contrary to what the media offer and provide,

reading literature demands great concentration and forbearance. Furthermore, it is a time-

consuming activity which sometimes requires to read a text several times (Carter & Long, 1991,

p. 16). Above mentioned reasons highlight the importance of motivation in EFL classroom.

Burden & Williams (1997, p. 23) define motivation as „a state of cognitive and

emotional arousal, which leads to a conscious decision to act, and which gives rise to a period

of sustained intellectual or physical effort in order to attain a previously set goal (or goals)“. In

other words, the arousal can be activated by internal and external factors. An interest, curiosity,

passion for learning represent internal factors which are important for teachers. Teachers can

influence and support internal factors. External factors may be mobilized by an exam, friend or

intended trip. The authors stress persistence in learning process until aims are achieved. Dörnyei

(2014, p. 521) examines second language learning motivation3 and differentiates an „ideal

second language self”, „ought-to second language self” and „second language learning

experience”. The ideal second language self, as the name suggests, is an ideal state of learning

when a learner is highly motivated and wants to eliminate a difference between his or her

current and ideal selves. Such qualities as hopes, aspiration, wishes, self-improvement belong

to this type of the learner. The ought-to second language self is someone who ought to study to

prevent possible negative results. This leaner perceives and fulfils his or her duties, expectations

and responsibilities. The second language learning experience reflects learner´ experience,

3 Dörnyei uses acronyms for the second language and second language learning motivation, i.e. L2 and L2 motivation.

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environment, success or failure. It represents the special area which can be easily affected by

teachers.

Carter and Long (1991, p. 17) give particular emphasis on relation between readers as

individuals and a text. They propose eliciting ideas, suggestions from pupils as a part of pre-

reading activities before the reading itself. Thus, a text, author or literary genre may be chosen

directly by readers. A teacher can provide pupils with a short summary of texts to choose the

right one or use a questionnaire to elicit pupils´ opinions. Clearly, the more is a text related to

learners, the better for motivation and effective teaching process. Lazar (2005, p. 138) assesses

a play as an ideal way of learners´ involvement and learning through participation which

motivates pupils. She enumerates problems which might occur and teachers can avoid them.

Lazar warns against using uninteresting and irrelevant texts for improving English. She remarks

that pupils do not read much in their mother language (Lazar, 1990, p. 76). Setting goals which

will be achievable and relevant can positively affect learners´ motivation. Moreover, it is

important to mention teacher´s attitude towards a literary text. If students see teacher´s

enthusiasm, interest and passion for a text, they will be confident in learning process, thus will

be motivated (Harmer, 2015, p. 93).

In this subchapter motivation and the ways to encourage motivation have been reviewed

and illustrated. Crucially, learners´ involvement provokes and sustains positive motivation in

learning process.

2 Selected Approaches to Dealing with Texts 2.1 Questions and Responses in the Class

This chapter provides important insights about questions. A teacher and readers

encounter a number of difficulties at the beginning of teaching English through literature. A

text read for the first time might be incomprehensible. Learners struggle to understand the

meaning, vocabulary, wider context. They need learn to how to overcome obstacles and work

with passages that are quite hard to comprehend. Right and well-targeted questions can dispel

doubts. If learners succeed in defining what they do not understand, they can return to the text

and seek correct interpretations (Beach, Appleman, Hynds, & Wilhelm, 2011, p. 14). A teacher

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might reformulate or particularize questions. At the same time, it is important to engage pupils

in the learning process. As Beach, Appleman, Hynds and Wilhelm point out “learning revolves

around the students´ and teachers´ questions that then frame their inquiry about a certain

phenomenon. To some degree, inquiry instruction involves adopting a stance of critical

interrogation, of challenging status quo beliefs” (2011, p. 15).

Similar intentions lead Carter & Long (1991, pp. 36-37) to underline the importance of

questions when teaching the target language through a literary text. Questions can be used in

every stage of work. Their primary purpose is understanding of a text. Carter & Long

distinguish between “low-order” and “high-order” questions as summarised in Figure 2 bellow.

Low-order questions are used to get detail, specific information. They represent a powerful tool

for a teacher to monitor understanding of the text, meaning and content. They are compared to

close questions. Clearly, high-order or open questions are focused on learners´ experiences,

conclusions and context of meaning. It is assumed that a teacher should avoid asking too many

lower-order questions as learners can lose their interest in a story. Higher-order questions are

remarkably effective and helpful when teaching. Carter & Long add that “they serve as a sort

of navigational aid to the as yet inexperienced reader” (1991, p. 38). They help learners to work

with personal experiences and reach conclusions. They may form knowledge about social and

cultural background. Generally speaking, when asking questions, a teacher helps pupils not

only to understand a context of literary text but also to feel joy in the story.

Figure 2. A Taxonomy of Questions (Carter & Long, 1991, p. 37)

This subchapter has illustrated considerable merits and relevance to usage of questions

when teaching literature. Finally, it is important to notice that questions are an integral part not

only a teacher-centered but also a student-centered approach.

Understanding

content

closed

lower-order

context of meaning

open

higher-order

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2.2 The Role of Prediction

The aim of this subchapter is to explore the role of prediction in EFL classroom why

should precede teaching literature and is an inseparable part of pre-reading activities. Prediction

accompanies not only literature but also reading and listening strategies. The use of prediction

helps pupils to understand a text and activates their schemata (Harmer, 2015, p. 321). Harmer

proceeds with Immanuel Kant´s philosophy and satisfactorily explains “a schema is the

background knowledge we have of the world, the topic under consideration, the linguistic

context that such a topic provokes” (2015, p. 303). This pre-existing knowledge facilitates

prediction about a text, context, plot. The role of a teacher is to motivate learners and involves

them in schema or that knowledge. A teacher can provide them with several words, main

characters, pictures from the story, the cover of the book etc. Prediction is remarkably effective

and important because enables readers to capture their attention to the text.

Carter & Long (1991, p. 59) consider prediction universally enjoyable. They point out

that learners might be tentative when predicting in the foreign language. Similarly, Collie &

Slater (2006, p. 16) stress warm-up activities before reading a text. 4 They appreciate a

possibility of creating a positive atmosphere, developing an interest in the text or awakening

curiosity. When using prediction, learners are not exposed to the text immediately. They can

familiarize with a few words in advance and reduce an initial anxiety about reading the literary

text. Although activities are sometimes time-consuming, they generate necessary motivation

and a desire for reading.

This subchapter has discussed the role of prediction. It has been proved the importance

of prediction. It is definitely worth spending extra time on prediction activities. They offer a

wide spectrum of benefits which create deep involvement in a text.

2.3 Cultural Aspects in Literature

This subchapter is focused on cultural aspects in literature. In other words, how to

balance reading a text with cultural aspects. It has already been mentioned in the first chapter

that learners perceive texts on the basis of their social and cultural experience. If readers come

4 In fact, they talk about first encounters. Prediction is one of first encounters procedures.

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from a similar cultural background as an author, the texts will be culturally more

comprehensible. And vice versa, reading the texts which are from a different cultural and social

background might be more difficult but definitely valuable and enriching (Lazar, 2005, p. 62).

Cultural aspects might mean possible obstacles to understanding of the text. Lazar suggests

several procedures which can help. A teacher can associate the literary text with personal

experience, explain cultural information, put questions and help readers to deduce answers from

the text. Another option is a comparison of their homeland or traditions with the one described

in the text. Finally, additional extension activities, such as a role play or project may greatly

facilitate work with the text and interpretations (2005, pp. 67-70). Beach, Appleman, Hynds &

Wilhelm emphasize advantages of cultural aspects and warn “when we attempt close readings

without historical context, though, we risk the imposition of contemporary cultural assumptions

upon circumstances quite different from our own” (2011, p. 66).

2.4 Learners´ Background and their Experience

The following subchapter is devoted to learners´ background and experience which may

connect understanding the literary text with meaning of this text for readers. If leaners´

background and experience are activated, the text becomes more approachable. Carter & Long

(1991, p. 48) enumerate three spheres of experience. Firstly, they talk about experience of

mother tongue literature which is always valuable. It does not matter how far or close is the

mother tongue to English. Learners who have spent a lot of time reading literature in their

mother tongue recognize main topics. They can compare and analyse various texts. Passion and

pleasure in reading in one language may rapidly spread into another. Secondly, Carter & Long

(1991, p. 49) mention experience of English literature and add it is inherently narrower

compared to mother tongue. Thirdly, knowledge or experience of the world, life, society. This

type of knowledge is mutually convenient when working with literature.

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3 Teaching Teenagers through Novels and Short Stories 3.1 Using Novels and Short Stories

Having analysed advantages of using literature, teaching strategies and motivation in

EFL classroom, it is inevitably important to focus on literary genres, reasons for using a

particular literary genre and possible difficulties accompanied by useful activities. Novels and

short stories represent a rewarding style when teaching English through literature. They provide

English language learners with unique educational and linguistic opportunities in comparison

with textbooks (Lazar, 1990, p. 204). They are widely used by teachers because they are short

and thus manageable within two or four lessons. There is a lot of interesting and enjoyable texts

available. Moreover, teachers can choose also other similar or different texts and try to compare

and analyse them with pupils. As some pupils can be tentative to read long texts, using novels

and short stories may supress an initial reluctance. Additionally, shorter literary text can be

reread easily by pupils either at school or at home. Rereading the text is desirable because it

facilitates work with the meaning and shows richness of a text (Collie & Slater, 2006, pp. 196-

197). Using novels and short stories also supports language awareness as Lazar states:

“In order to make any interpretations of what the novel is about, the reader is forced

to pay more than usual attention to the kind of language used in the novel, in particular

the clusters of words which reverberate throughout the text to create a web of

interlocking meanings and multiple connotations. […] We could draw their5 attention

to the way in which symbolic meanings and the themes to which they give rise are

communicated.” (1990, p. 206).

In other words, an analysis of a few passages from a text may point out to learners how a

meaning is expressed. It might also support fundamental features of language in EFL classroom.

Furthermore, a thoughtfully chosen text based on pupils´ interests offers examples of

adult problems and their solutions. It provides opportunities for making predictions, reaching

conclusions. Finally, at the end of reading and accompanying activities pupils might have a

satisfactory feeling of work with an authentic text which is valued by native speakers (Lazar,

1990, pp. 204-205).

5 Please note, the author means their – readers.

21

On the other hand, when using novels and short stories, there may be some literary and

practical obstacles which need to be solved in the classroom. Firstly, a length of texts might

cause serious troubles with understanding or interpretation. Secondly, the text is supposed to

be challenging and motivating. Thirdly, a high share of unfamiliar vocabulary used in the text

can lead to demotivation, disengagement and dissatisfaction. A teacher can pre-teach some

unknown words or prepare classroom activities where pupils will assign precise meanings to

new words and learn them. Using synonyms or detailed explanations from dictionaries can be

helpful and can develop learners dictionary skills (Lazar, 1990, pp. 206-207).

Fourthly, a question how much classroom time is ideal to devote to the text should be

discussed. There are several possibilities. Reading itself can be done by readers as homework

at home. Thus, more classroom time can be spent on discussion. Another approach is to read

the text in the lesson as a project. The third option is to divide pupils into groups. Each group

will read a different chapter and then present it in front of the class. This form of work may

push pupils into reading the whole novel (Lazar, 1990, p. 207).

Fifthly, one of the problems is understanding the main characters. Sometimes traits of

characters are reviewed through dialogues. A non-binding conversation provides readers with

insights into character´s feelings and thoughts. The characters are described indirectly on the

basis of their behaviour and speech. Some other time features and behaviour of main characters

are directly described. Both approaches can increase the knowledge of learners´ descriptive

vocabulary. Pupils can be provided with a list of descriptive adjectives to assign them to main

characters (Lazar, 1990, p. 211).

Sixthly, a serious impediment to reading literature is understanding the plot. Becoming

aware of a set of events chronologically and logically is important. There is a wide variety of

activities which can help. Learners can deduce necessary elements from a text and order them

based on their relevance. They can summarize the plot and assign titles to main parts of a text.

If the plot is full of anachronism, readers can chronologically reorder a sequence of events

(Lazar, 1990, pp. 210-211).

Finally, the last but not least possible problem when reading novels is understanding the

role and type of narrator who tells the story (Lazar, 1990, p. 211). The distinctive third-person

narrator´s style allows the conversation between the writer and the reader. As Verdonk (2002,

22

p. 41) states “the third person narrator, takes up the non-participant role of observer and so

adopts an objective point in view. The narrator uses third-person reference to describe things

which are quite impossible to observe.”6 This is the reason why it is more difficult for learners

to understand the novel from the first-person narrator 7 . Pupils might be uncertain about

understanding a plot, story sequence and events based on first-person narration. This problem

can be solved by writing a diary entry by any other character apart from the narrator (Lazar,

1990, p. 211) or any activity based on an imaginative dialogue between characters in narrator´s

absence.

The aim to analyse using novels and short stories in the context of reasons and possible

difficulties when teaching through literature has been achieved. It has identified advantages and

specific features of novels and short stories. Moreover, it has suggested several activities which

can overcome difficulties and help English language learners.

3.2 Teaching Teenagers

In the previous subchapter using short stories when teaching English through literature

was examined because the empirical part of this thesis is based on Oscar Wilde´s short story

The Canterville Ghost. In this subchapter the aim is to elicit basic information about teaching

teenagers through literature as they are a target group on which the empirical part is conducted.

Teenagers are believed to be the largest group of EFL learners all over the world. They

represent a specific category for teachers as they are in a life stage when they were children and

will become adolescents and lately adults. They are on their way to find their identity, to shape

both bubbly and vulnerable personality (Legutke, 2012, p. 112). Legutke describes teen years

as “The emotional turmoil – coming to grips with insecurity and vulnerability and at the same

time finding appropriate ways of expressing their new selves” (2012, p. 112) and adds that

in this life stage the classroom becomes a central place where a vivid imagination and

inventiveness can stimulate a learning process. Not surprisingly, puberty can cause severe

6 A typical example is Jane Austen. This is showed in the following passage: „It is a truth universally acknowledged, that a single man in possession of a good fortune, must be in want of wife” (Austen, 2008, p. 1). 7 The first-person narrator uses F. Scott Fitzgerald: „In my younger and more vulnerable years my father gave me some advice that I´ve been turning over in my mind ever since” (Fitzgerald, 2011, p. 3).

23

learning difficulties. Becoming aware of teenage features and potential ambiguity in behaviour

is crucial for teachers.

When teaching teenagers English through literary texts, key factors of considerable

success or humiliating failure are motivation and awareness of benefits from reading. The more

engaged teenagers are, the better results are achieved. Young people need a compelling reason

for reading. Showing them reasons might be the essential role of teachers. There is a wide range

of advantages. Reading helps to understand the outside world, problems of adults. To know that

there are a lot of people who have similar thoughts and feelings. Literature offers new ways of

communication and discussions with parents, teachers, the rest of society. Finding new lines

of a satisfactory solution to problems. Developing teenage vocabulary is also important. Some

teenagers do not want to spend their free time on reading. If they seldom read, they do not learn

new words. Stimulating imagination, improving writing skills and encouraging confidence in

English represent other benefits of reading. As teenagers have strong views about what they

like and do not like, utmost respect for their own choice is needed. They like reading books

they have chosen themselves. Moreover, there is a higher chance of finishing the reading if

teenagers choose books themselves (Engaging Teens with Reading, n.d.). Reading literary texts

can help teenagers with text comprehension and decoding. Once they learn, for example, the

meaning of some prefixes and suffixes next time they encounter them they will be able to

decode them on the basis of previous experience and reading skills (Osewalt, n.d.).

A report on teenagers brought interesting and in some cases surprising information

(Engaging Teens with Reading, n.d.). It was found out that 12 to 17-year-olds preferred to read

books which make them laugh, cherish their fantasies, explore a mystery, bring something new,

help them to forget about reality of their lives and offer a true real-life story. The last but not

least reason, in order of preference, were main characters. Teenagers give preference to

characters they hope they can be like (Engaging Teens with Reading, n.d.). Bland points out

that teenagers like books they can discuss with their peers (2018, p. 12).

Albert Einstein (as quoted in Dunn, 2014, p. 43) once said: „I have no special talents. I

am only passionately curious.” People are curious and curiosity is one of the reasons why books

are read, the internet and social networks are used, radio is listened to and television is watched.

While books have been a human companion and widely spread since Johann Gutenberg´s

invention of book printing, the radio, television, internet and social networks are relatively new

24

media. Nowadays teenagers have immediate access to a broad range of media than previous

young generations used to have. This access may lead in fact to a decrease in a number of books

read by teenagers. Therefore, teachers should support reading literary texts and offer new

challenges and opportunities to teenagers (Engaging Teens with Reading, n.d.). Hesse

concludes optimistically “in spite of teenagers´ occupation with electronic media, books seem

to have a special appeal, at least to a large number of young people who have the means to buy

books” (2009, p. 17).

This subchapter has been devoted to teenagers and teenage issues which teachers are

supposed to consider when teaching English through literature. A main idea made is that

teenagers like choosing books and topics by themselves. Thus, teachers should survey teenage

interests, respect their suggestions and let them read relevant literary texts.

25

Empirical Part

4 Methodology, Procedures and Results 4.1 Reasons for Using Oscar Wilde´s The Canterville Ghost

The empirical part consists of four lessons8 based on reading The Canterville Ghost

written by Oscar Wilde. Although this short story was written and firstly published as early as

1887, a lot of readers have read and are still reading this dazzling and fabulous journey into the

past. The Canterville Ghost represents a new version of the classic ghost story. This humorous

literary text is based on a difference between old (English) world and new (American) world

and shows Wilde´s originality, writing skill and his prodigious literary output.

4.2 Timing, Class Profile

The pilot lessons were planned to take place in October 2020. Due to the state of

Emergency, which was declared on 13th October 2020, the pupils were not allowed to go to

school. This state of emergency was later extended until 29th November 2020. The epidemic

situation permitted that selected year grades returned to schools on a regular basis. Teaching of

sixth, seventh and eighth graders has taken place partly on a remote basis and partly on a present

basis since the end of November.9

Owing to the pandemic situation, the pilot was postponed. I decided to carry out the

pilot with the seventh graders who I have been teaching for two years. There are four boys and

nine girls in the classroom. Most of them are hard-working students at the elementary level

except one boy who is at the intermediate level or higher. One girl works individually with her

assistant and she does not participate in online schooling. The pupils have three English lessons

per week, on Mondays, Tuesdays and Wednesdays.

The pilot was conducted at lower secondary school in Kuřim in December 2020. While

the first three lessons were taught at school, the last lesson was online on Google Classroom,

which our school uses for online lessons. This web-based platform enables pupils to attend

8 The lesson plans are an integral part of the text for the reason of a clear arrangement. 9 It applies to the current situation in December 2020. None of official representatives is able to state how long this situation will last.

26

online lessons, communicate within the class, use chats, work individually on their tasks etc.

Unfortunately, Google Classroom does not enable pair or group work in online lessons.

4.3 Lesson Plans

For the purpose of this study a simplified version of The Canterville Ghost is used. It

is stage 2 and is intended for English learners at the elementary and pre-intermediate level.

There are seven hundred headwords in the book. I decided to work with the edition of graded

readers for reasons of the mix-ability class and lack of time. Using an authentic text is a

difficult and time-consuming process. It would not be suitable to use an authentic version of

the story in the pandemic time when half of the classes are taught online.

4.3.1 Lesson Plan 1

Aims of the Lesson → The main aim of the first lesson is to motivate the learners to

read the story and awake their natural curiosity about the story

using various pre-reading activities.

→ The second aim is to provide the learners with basic

information about the author.

→ The third aim is to enter a world of fantasy and the pupils will

write their own story based on several given words and their

lexical knowledge.

→ The pupils learn new vocabulary from the first chapter.

Activity Type choosing words, listening, writing

Materials board, table with words, pictures representing new vocabulary,

copy of Oscar Wilde´s biography, photo of Oscar Wilde, Czech-

English dictionaries (at least one for each group)

Vocabulary ghost, stain, lawyer, surgeon, housekeeper

Time 45 minutes

Level of English Elementary, A2

Age of Learners 12 – 13 years

Class Size 13 pupils

27

Procedure

1. Warm-up Activity The readers are given the questionnaire No 1 to fill in. The

(2minutes) questionnaire contains Czech and English version.10

2. Warm-up Activity The pupils are asked whether they know any British or American

(3 minutes) writer. If so, they name any writer and his/her work. If needed,

the teacher corrects their answers.

3. Pre-reading Activity The pupils receive a mixture of words11 from which a half of them

(10 minutes) has connection to the writer and the second part concerns the first

chapter of the novel. The teacher explains new vocabulary based

on the pictures12 or any other if needed. The learners guess which

words are connected to the writer and underline them.

4. Pre-reading Activity The teacher reads out Wilde´s biography. Every pupil circles

(10minutes) words which are connected to the author. The whole class check

the rest of the words. The pupils receive a copy of Oscar Wilde´s

biography.

Wilde´s biography:

Oscar Wilde was born in Dublin in 1854. His father was a successful surgeon. His mother was

a writer. Wilde studied in Dublin and then in Oxford. When he finished his studies, he moved

to London (Tomin, 2019).

He also stayed in the USA for a year. He got married in 1884. His wife was a daughter of an

Irish lawyer. They had two sons, but Wilde began an affair with Lord Alfred Douglas. In 1895

Wilde was sent to prison because homosexuality was illegal at the time. He spent two years in

prison. His wife took their children to Switzerland. Wilde´s reputation was ruined. He spent the

rest of his life in France. Oscar Wilde died in Paris in 1900 (Tomin, 2019).

He supported Aestheticism. He wrote several short stories and fairy tales. He published only

one novel 'The Picture of Dorian Gray'. He is famous for his comedies. Let´s name 'An Ideal

Husband' and 'The Importance of Being Earnest'. Wilde´s comedies have been played in

10 Please see Appendix 10 for Questionnaire No 1. 11 Table of words is part of Appendix 3. 12 Please see Appendix 1.

28

theatres all over the world so far and are extremely popular (BBC, 2014).

He is one of the best late Victorian writers. He was very good at combining myth, romance and

irony in his work (Basset & Lindop in Wilde, 2010, p. 52).

5. Writing The pupils use the remaining part of words. They are divided into

(20 minutes) groups. They work on their own or in groups and try to guess the

content of the story. They write their own story based on the

remaining words. They are asked to write a short story

(approximately 8-10 sentences). At the end of the lesson the

learners introduce their invented stories.

Notes The teacher does not mention the name of the story which will be

read.

Feedback

I was confident because, as mentioned above, I had taught exactly the same set of

activities in the past and the lessons had been very successful. When I entered the classroom,

the pupils were fairly noisy as they had not seen each other for a month and a half of remote

schooling. As soon as I handed out the questionnaires, they calmed down and started filling in

the questionnaires. They were a little surprised when I explained the lesson plan for next four

lessons. They seemed to be interested in Oscar Wilde´s biography, especially when they found

out that homosexuality had been illegal and he had been sent to prison. While they were writing

their stories in groups, they kept asking about some words. Almost every group read out their

writing tasks and some of invented stories were interesting. As there was lack of time and some

pupils were not used to speaking aloud with their facial masks I presented their stories.

The aim of the questionnaire was to find out teenagers´ reading habits. It consisted of

six questions, the pupils filled it in the first lesson of the project, so I got back all questionnaires.

As far as the results of questionnaires (see Appendix 11) are concerned, most of the pupils

stated that they sometimes read books except two who never read. On the contrary, one of the

pupils reads a book every day while the majority read one to four books per year. Not

surprisingly, the most favourite genres are horror stories, thrillers and adventure novels. Three

of the learners know a British or American writer and they all mentioned J.K.Rowling.

29

Although the survey was not carried out on a representative sample of teenagers aged twelve to

thirteen, it shows alarming data, i.e. my pupils do not read very much.

4.3.2 Lesson Plan 2

Aims of the Lesson → The learners will be able to say some facts about Oscar Wilde.

(Guessing the name of the story and its location will motivate

them to read it.)

→ They will develop reading skills.

→ The readers will learn new vocabulary from the third chapter.

→ They will be able to identify main characters and their traits.

Activity Type matching words, reading – comprehension of the text, speaking

Materials board, table with words, signs, printed text of the first and second

chapter, worksheets, data projector

Vocabulary skeleton, noise, blood, to murder someone, thunder, to faint

Time 45 minutes

Level of English Elementary, A2

Age of Learners 12 – 13 years

Class Size 13 pupils

Procedure

1. Warm-up Activity Oscar Wilde. When the teacher enters the classroom, the pupils

(5 minutes) keep standing. The teacher asks the learners what they remember

about the author from the previous lesson and elicit information

about Oscar Wilde. Every correct answer means that the learner

can sit down. They are allowed to give clues each other about the

author. They can use their notes from the previous lesson.

2. Pre-reading Activity Hangman. The teacher writes dashes instead of letters on the

(5 minutes) board. The pupils guess possible letters in order to reveal the right

words. Every incorrect guess of letters brings them to losing. The

correct answer represents the name of the book – The Canterville

Ghost. The teacher tells learners that they are going to read a story

called The Canterville Ghost.

3. Pre-reading Activity Speculating about the place where the story takes place. The

30

(2 minutes) learners are asked to think about an English-speaking country

where ghosts can live and where the story is located. When the

USA and the UK are elicited, the teacher places big signs with the

names of countries on the board. The signs are visible for the rest

of the lesson. The right answers are rewarded.

4. While-reading Activity The teacher provides each pupil with the first chapter. They are

(18 minutes) asked to read the first half of the chapter, with a considerable

emphasis on the main characters introduced in this chapter

(before the Otis family notice the blood stain). Worksheet 113

helps to understand the characters and encourages the readers to

continue with the reading. The pupils match the new words to

their explanation and check with the teacher. After reading, the

pupils work in their groups which were created in the previous

lesson and match the main characters to their description and

underline the country they come from. They use glue.

5. While-reading Activity Each of the readers receives a worksheet with questions. They

(10 minutes) read the rest of the first chapter. Then they work in groups and

answer the questions (Worksheet 2 14 ). Each group names a

spokesperson who answer questions. The learners listen. They

may correct or complete the information.

6. After-reading Activity The teacher uses a data projector and displays attributes

(5 minutes) to which the whole class specify whether they are typical for

the Americans or the English people. This is an additional

activity15 if there is an extra time in the lesson.

7. Homework The learners are asked to read the second chapter for homework.

Feedback

I was afraid of pupils´ reactions because they had never read such a long text in the

class. The first activity was an icebreaker. The intention of this warm-up activity was to elicit

the information about Oscar Wilde from the previous lesson. While some of the pupils

13 Please see Appendix 4. 14 Please see Appendix 5. 15 Please see Appendix 6.

31

remembered information about the author, the rest of the class opened their exercise books and

read out some facts from Wilde´s life.

After the hangman activity, I distributed copies of the first chapter and worksheets, I

explained the task and they started reading quietly. I observed the class and helped weaker

pupils match the main characters to detailed descriptions. Homework was assigned at the end

of the lesson, i.e. reading of the second chapter, and the copies were distributed. The only thing

I would change next time is the shape of cards. The pupils would work faster if the cards and

worksheets were bigger.

4.3.3 Lesson Plan 3

Aims of the Lesson → The learners will get practise in listening to differences

between American and British vocabulary.

→ The learners will be able to summarize the content of the text

or at least answer the questions based on reading.

→ They will be able to put sentences in order.

→ The pupils will be able to create a written text based on given

topics and examples.

→ They will learn new vocabulary from the third chapter.

Activity Type listening, writing, speaking, reading – comprehension of the text

Materials board, data projector, printed text of the third and fourth chapter,

worksheets, Czech-English dictionaries, sheets of paper, coloured

pencils, crayons and markers

Vocabulary chains, advertisement, suit of armour, to frighten, scream, to

decide, shroud, pillow, bed sheet, turnip

Time 45 minutes

Level of English Elementary, A2

Age of Learners 12 – 13 years

Class Size 13 pupils

Procedure

1. Warm-up Activity Memory game. The teacher explains that in the first chapter there

(10 minutes) is a sentence: “American people are really no different from

32

English people – but they do, of course, speak a different

language” (Wilde, 2008, pp. 2-3). The teacher explains that they

are going to watch a video based on fifty differences between

British and American English (Still, 2018). They watch the video.

After watching, they write down as many words as they can

remember. The teacher sets a time limit up to 5 minutes. They

exchange the words in pairs and correct themselves. The teacher

reads out differences again or shows them on the interactive board

and the pupils check their neighbour´s answers. An incorrect pair

of words is crossed out. The learners get a point for a correct pair

of words. A final sum of points shows the winner who has got the

best memory. Finally, the teacher emphasizes differences

between American and British English.

2. Pre-reading Activity The teacher asks a volunteer for summarizing the content of the

(5 minutes) second chapter which was read at home. In case nobody wants,

the teacher asks questions:

1. Is there a ghost in Carterville Chase? 2. What does Mr. Otis

offer to put on ghost´s chains? 3. Is the ghost happy with new

owners – Americans? 4. Why is the ghost angry? 5. What went

flying past his head? Correct answers are counted and points are

added to the groups.

3. While-reading Activity The teacher explains the new set of vocabulary to the learners.

(15 minutes) The teacher divides the text of the third chapter into four parts

in advance and each group receives a different part (Worksheet

3). The learners read the text and then put the sentences into the

right order (each of the readers has got her/his own worksheet16).

At the end of this activity groups read out their sentences. The

teacher also displays the sentences in the right order on an

interactive board.

4. Writing The pupils are given various types of advertisements and leaflets

After-reading Activity written in English. The teacher points out the main features how

16 Please see Appendix 7.

33

(15 minutes) to write an advertisement or leaflet in English. To use an

appropriate informal style, to create a catchy headline, to give

sufficient information about the product or event, to include key

features of a product or event, to draw attention to call to the

action. Then they can work in groups or individually. The learners

can choose which product they are going to promote. They are

provided with sheets of paper, coloured pencils, crayons and

markers. The types of products are displayed on the interactive

board: a real estate advertisement selling the house with the ghost,

Tammany´s Sun Oil, Pinkerton´s Famous Stain Cleaner, Dr

Dobell´s special stomach medicine, an invitation to the museum

with the real ghost. When writing, they are allowed to use a

dictionary. At the end of the lesson the groups present their work.

5. Homework The learners are asked to read the forth chapter for homework.

Feedback

I played only 35 differences instead of 50 due to lack of time. They watched the video

carefully. The majority of them remembered three differences and they were able to name both

American and British forms. The best pupil remembered 10 differences. I believe this activity

helped them realize and understand some differences between British and American English.

Nearly all of them read the second chapter for homework. One of the girls admitted that

she had not read it. As no one was eager to summarize the content of the second chapter, I used

prepared questions and we summarized the text together. The weak part of the lesson was group

work. Some groups completed the activity immediately, others needed more time to put the

sentences in order. The early finishers were asked to help the rest of the class. At the end of the

lesson they were supposed to write a leaflet or advertisement which I had pre-taught them

previously. They managed to write a short leaflet or advertisement. As the next lesson was

scheduled to be online, I set homework (the fourth chapter) and distributed the fifth and sixth

chapters together with worksheets.

34

4.3.4 Lesson Plan 4

Aims of the Lesson → The readers will be able to compare different summaries and

based on the authentic text to choose the right one.

→ The learners will practise giving arguments.

→ They will get practice in listening, worksheet 5 will help them

to concentrate on core issues.

→ The emphasis of the third activity is on the spoken language.

→ The learners will brainstorm and predict following events in

the story.

→ After the second listening they will be able to summarise the

sequence of events in the fifth chapter.

→ The pupils will evaluate the last four lessons based on the work

with the authentic text.

Activity Type listening, speaking, reading – comprehension of text

Materials (jam)board, data projector, printed text of the fifth and sixth

chapter, worksheets, questionnaires

Vocabulary duke, to hurt, key hole, death, peace

Time 45 minutes

Level of English Elementary, A2

Age of Learners 12 – 13 years

Class Size 12 pupils

Procedure

1. Warm-up Activity The readers are provided with three different summaries of the

(5 minutes) forth chapter and choose which of them is the best summary of

the chapter (Worksheet 417). They defend their opinions and give

examples based on the text.

2. Listening The learners are given worksheets with tasks (Worksheet 518).

(10 minutes) They go through the tasks with the teacher to make sure they

understand. The teacher explains the new vocabulary. The pupils

listen to the first part of the fifth chapter. They fill in the

17 Please see Appendix 8. 18 Please see Appendix 9.

35

worksheets. Then the readers correct their answers with the

teacher.

3. While-reading Activity The emphasis of the third activity is on the spoken language. The

(5 minutes) readers predict what is going to happen next. If they do not

have any ideas, the teacher helps with questions: Will the ghost

leave the house? Will the Otis family change their behaviour

towards the ghost? Will Virginia help and save the ghost? Will

Virginia disappear? The emphasis of the third activity is on the

spoken language

4. Listening The pupils are given the second part of the worksheet and they

(5 minutes) listen to the CD and tick the correct answers.

5. After-reading Activity The learners are asked to summarise the fifth chapter in about four

(10 minutes) or five sentences. A volunteer describes the plot of the fifth

chapter. The learners receive their reading certificates.

6. Questionnaire The pupils are provided with questionnaires to evaluate teaching

(5 minutes) English through literature using The Canterville Ghost by Oscar

Wilde.19

7. Crossword Early-finishers can fill in a crossword. At the end of the lesson

(5 minutes) volunteers get the last part of the text to read it as optional

homework.

8. Optional Homework The learners read the last chapter for homework if they want.

Feedback

The last lesson took place online and was based on listening. I was satisfied with the

pupils because almost all of them had read the fourth chapter. They were asked to choose which

summary was the right one. I asked each pupil about their opinion. The better learners chose

the right summary, but the weaker pupils hesitated. The boy who had not read the fourth chapter

at home was asked to read the summary aloud to understand the plot. Unfortunately, there was

not enough time for discussion and giving reasons as online lessons are more time-consuming

as far as speaking is concerned. The summaries were followed by listening activities. They were

listening and filling in the worksheets. The questionnaires were uploaded to Google Classroom.

The learners were asked to fill in the questionnaires. Reading of the last chapter was voluntary.

19 Please see Appendix 10 for Questionnaire No 2.

36

All pupils completed questionnaires in Czech to ensure that the learners properly

understood every question. The questionnaires were not anonymous which appeared a good

idea because I found interesting opinions from the particular learners.

The results of the second questionnaire are fairly positive because two thirds of the

pupils (67%) were satisfied with English lessons based on literature and a quarter of them (25%)

was very satisfied. Half of the learners would appreciate more English lessons based on reading

in the future. Four fifths were interested in the end of the story and three fourths of the pupils

stated that they would read the last chapter.20 The results are shown in the graphs below.21

1. How satisfied were you with the lessons based on teaching English through literature?

(N=12)

2. I would appreciate more English lessons based on literature in the future

(N=12)

20 For detailed information about the questionnaire please see Appendix 11. 21 The results of the third open-ended question are not shown in a graph.

very satisfied satisfied dissatisfied very dissatisfied

Yes No I don´t know

37

4. I am interested in the end of the story

(N=12)

5. I am going to read the last chapter

(N=12)

Moreover, it is worth mentioning that three pupils stated in the questionnaire that they

had been very satisfied with the lessons, i.e. the best pupil and two pupils with average study

results. The survey revealed that the learners found reading activities interesting and enjoyable

regardless their level.

I personally enjoyed the lessons and I hope that the majority of the pupils also enjoyed

them. The results of the questionnaire and development of the lessons confirm my assumption.

I believe I will use my worksheets and lesson plans successfully with other pupils.

Yes No I don´t know

Yes No I don´t know

38

Conclusion

The final thesis focuses on teaching English through reading literature. Oscar Wilde´s

short story The Canterville Ghost, the simplified version, was chosen for the purposes of this

work and used in four lessons with seventh graders at a lower secondary school. The study is

divided into two halves, i.e. theoretical (Chapters 1-3) and empirical part (Chapter 4).

The first aim to introduce a literary text to pupils at a lower secondary school has been

achieved. It has been proved within the practical part that literary texts provide pupils with

a wide range of opportunities and stimuli for learning English and encourage them to read.

The major and valuable contribution of this final thesis is the lesson plans and

worksheets which were carefully designed for teenage learners. The lessons contained pre-

reading, while-reading and post-reading activities to support young learners´ motivation,

understanding of the plot and main characters and development of culture awareness. The

course of the lessons confirms the assumption formulated in the introduction that learners are

able to work with literary texts.

The third aim was to examine the learners´ responses and views on the lessons and it

has also been fulfilled. Although the survey was not conducted on the representative sample of

teenagers, the findings of the survey have shown that the significant majority of the learners

was satisfied with the literature based lessons. Furthermore, half of the pupils stated in the

questionnaire that they would appreciate English lessons based on reading literary texts in the

future. Surprisingly, most satisfaction was reported not only by the best pupil, but also the

average learners. Generally speaking, teaching English through literary texts is suitable for a

mixed-ability class.

In the future I would like to continue teaching English through literature and I am

motivated to incorporate more texts into my English lessons.

39

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Engaging Teens with Reading. (n.d.). Retrieved December 4, 2020, from National Library of New Zealand: https://natlib.govt.nz/schools/reading-engagement/strategies-to-engage-students-as-readers/engaging-teens-with-reading

Fitzgerald, F. S. (2011). The Great Gatsby. Richmond: Alma Classics. Harmer, J. (2015). The Practice of English Language Teaching. Harlow: Pearson. Hesse, M. (2009). Teenage Fiction in the Active English Classroom. Stuttgart: Klett

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Cambridge Guide to Pedagogy and Practice in Second Language Teaching (pp. 112-119). Cambridge: Cambridge University Press.

Loveless, B. (n.d.). Developing a Student-centered Classroom. Education Corner. Retrieved

September 17, 2020, from https://www.educationcorner.com/developing-a-student-centered-classroom.html

McKay, S. (1987). Literature in the ESL Classroom. In C. J. Brumfit, & R. A. Carter,

Literature nad Language Teaching (pp. 191-198). Oxford: Oxford University Press. Merriam-Webster. (n.d.). Literature. In Merriam-Webster.com dictionary. Retrieved August

27, 2020, from https://www.merriam-webster.com/dictionary/literature Osewalt, G. (n.d.). Teaching Teens Who Struggle with Reading: What Can Help. Retrieved

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Verdonk, P. (2002). Stylistics. Oxford: Oxford University Press. Wenden, A. (1991). Learner Strategies for Learner Autonomy. Hemel Hempstead: Prentice

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Oxford University Press.

42

List of Appendices

1 Pictures (Lesson Plan 1)

2 The Picture of Oscar Wilde (Lesson Plan 1)

3 Table of Words (Lesson Plan 1)

4 Worksheet 1 (Lesson Plan 2)

5 Worksheet 2 (Lesson Plan 2)

6 Extra Worksheet (Lesson Plan 2)

7 Worksheet 3 (Lesson Plan 3)

8 Worksheet 4 (Lesson Plan 4)

9 Worksheet 5 (Lesson Plan 4)

10 Questionnaires

11 Results of Questionnaires

43

Appendix 1

Pictures (Lesson Plan 1)

Mousa81 (2020). [Wine Stain] [Photograph] Goodhousekeeping.com. https://www.goodhousekeeping.com/uk/house-and-home/household-advice/a657023/remove-red-wine-stains/

(2019). Group of surgeons doing surgery in hospital operating theater. Medical team doing critical operation. [Photograph] Edgewood Surgical Hospital. https://edgewoodsurgical.com/putting-yourself-in-good-hands-how-to-choose-the-right-surgeon/

a stain

a surgeon

44

(2019). [Your Laweyr] [Photograph] New York Post. https://nypost.com/2019/09/15/how-to-know-if-your-lawyer-is-overcharging-you/

(2020). [Housekeeper] [Photograph] Care.com. https://www.care.com/c/stories/5945/deciding-between-a-cleaning-company-and-house/

(2020). [Ghosts] [Photograph] BBC. https://www.bbcchannels.com/cbbc

a lawyer

a housekeeper

a ghost

45

Appendix 2

The Picture of Oscar Wilde

(2019). Oscar Wilde [Photograph] Reflex. https://www.reflex.cz/clanek/causy/73873/oscar-wilde-dekadentni-umelec-jehoz-jmeno-se-stalo-synonymem-pro-zavratny-vzestup-i-stremhlavy-pad.html

46

Appendix 3 Table of Words:

✄ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Dublin Mr. Otis Paris ghost

Canterville housekeeper lawyer Virginia

300 years Oxford Dorian Gray red stain

surgeon picture Washington two sons

✄ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

✄ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

KEY

Dublin Mr. Otis Paris ghost

Canterville housekeeper lawyer Virginia

300 years Oxford Dorian Gray red stain

surgeon picture Washington two sons

✄ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

47

Appendix 4

✄ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Lord Canterville Mr. Hiram B. Otis

Sir Simon de Canterville the Otis twins

Washington Otis Mrs. Otis

Miss Virginia Mrs. Umney

✄ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

__________________________________________________________________________

Worksheet 1

1. a loud sound 2. the bones of a whole person 3. to kill someone

4. the red liquid that flows through the bodies of people and animals

5. to fall down suddenly 6. a very loud noise in the sky during a storm

a businessman who wants to send ghosts to

America and get money from visitors American x English

this person doesn´t want a ghost in the house American x English

a sweet little girl of fifteen American x English

a noisy person playing tricks American x English

a housekeeper American x English

a ghost American x English

famous for his fine dancing American x English

looks as an English woman American x English

_________________________________________________________________________________________

✄

a skeleton (a) noise blood

to murder someone

thunder to faint

48

✄ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Worksheet 1 - KEY

Mr. Hiram B. Otis a businessman who wants to send ghosts to

America and get money from visitors American x English

Lord Canterville this person doesn´t want a ghost in the house American x English

Virginia a sweet little girl of fifteen American x English

the Otis twins a noisy person playing tricks American x English

Mrs. Umney a housekeeper American x English

Sir Simon de Canterville a ghost American x English

Washington Otis famous for his fine dancing American x English

Mrs. Otis looks as an English woman American x English

✄ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

49

Appendix 5

✄ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Worksheet 2

What is on the floor in the library? __________________________________________

Who murdered Sir Simon´s wife? __________________________________________

What helped to clean the blood stain? _________________________________________

What happened when the blood stain was removed? _____________________________

__________________________________________

Who fainted in the library? __________________________________________

Who thinks that trouble is coming to the house? _________________________________

✄ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Worksheet 2 - KEY

What is on the floor in the library? _____a blood stain_________________________

Who murdered Sir Simon´s wife? ______ Sir Simon __________________________

What helped to clean the blood stain? _____ Pinkerton´s Famous Stain Cleaner ______

What happened when the blood stain was removed? __ it reappeared every day ______

Who fainted in the library? __________ Mrs. Umney _________

Who thinks that trouble is coming to the house? __________ Mrs. Umney _________

✄ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

50

Appendix 6

superstitious

old world

modern world

respect traditions

afraid of ghosts

do not believe in ghosts

use modern products

get money from showing ghosts

51

Appendix 7 ___________________________________________________________________________

Worksheet 3

Worksheet 3 – Group A

Put the sentences into the right order. Seřaď věty do správného pořadí.

Washington cleaned the bloodstain every day, but it reappeared and changed colour

every day.

The Otis family woke up and boys shot little paper balls at the ghost.

Mr. Otis was angry with the ghost because he did not put Tammany´s Sun Oil on his

chains.

The ghost wanted to put on a suit of armour and fell on the floor with a loud crash.

✄ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Worksheet 3 – Group B

Put the sentences into the right order. Seřaď věty do správného pořadí.

The ghost was angry and ill.

Mrs. Otis offered Dr Dobell´s special stomach medicine to the ghost because she

thought that he had stomach ache.

He made his plans how to frighten everybody in the Otis family.

He decided to frighten the Otis family again.

✄ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Worksheet 3 – Group C

The Canterville ghost saw another horrible ghost with eyes as red as fire in front of him.

He was very frightened.

He waited till the house was quiet.

The ghost left his room and went along the passage to Washington´s room.

✄ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Worksheet 3 – Group D

The ghost understood that the Otis twins played tricks on him again.

The Canterville ghost decided to make friends with a new ghost and thought that they

both could frighten the twins.

The ghost turned and ran away to his room.

Early next morning he went to meet the new ghost again but its head fell down.

___________________________________________________________________________

52

Worksheet 3 – KEY

Worksheet 3 – Group A

1. Mr. Otis was angry with the ghost because he did not put Tammany´s Sun Oil on his

chains.

2. Washington cleaned the bloodstain every day, but it reappeared and changed colour every

day.

3. The ghost wanted to put on a suit of armour and fell on the floor with a loud crash.

4. The Otis family woke up and boys shot little paper balls at the ghost.

✄ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Worksheet 3 – Group B

1. Mrs. Otis offered Dr Dobell´s special stomach medicine to the ghost because she

thought that he had stomach ache.

2. The ghost was angry and ill.

3. He decided to frighten the Otis family again.

4. He made his plans how to frighten everybody in the Otis family.

✄ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Worksheet 3 – Group C

1. He waited till the house was quiet.

2. The ghost left his room and went along the passage to Washington´s room.

3. The Canterville ghost saw another horrible ghost with eyes as red as fire in front of him.

4. He was very frightened.

✄ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Worksheet 3 – Group D

1. The ghost turned and ran away to his room.

2. The Canterville ghost decided to make friends with a new ghost and thought that they both

could frighten the twins.

3. Early next morning he went to meet the new ghost again but its head fell down.

4. The ghost understood that the Otis twins played tricks on him again.

53

Appendix 8 ___________________________________________________________________________

Worksheet 4

Read the summaries of the fourth chapter and tick the right one. Přečti si shrnutí čvrté

kapitoly a označ to správné.

The ghost is not frightened anymore. He keeps putting the bloodstain on the library

floor. The ghost regularly appears in the passage and tries to make noise and wake up

the Otis family. His chains do not make any noise because Washington put Tammany´s

Sun Oil on them. The ghost wants to take his revenge on him and pours a heavy jug of

water on Washington. He and the twins are frightened of the ghost. Mr. Otis writes a

letter to Lord Canterville that the ghost is dangerous and his family want to leave

Canterville Chase.

The ghost stays in his room. He stops putting the bloodstain on the library floor. It is his

job to appear once a week. The ghost regularly appears in the passage but he does not

want to meet anybody. He takes off his shoes and walks quietly. He uses Tammany´s

Sun Oil on his chains because he does not want to make any noise. He thinks that

Tammany´Sun Oil is very useful. The boys and Washington continue to play tricks on

the ghost. Then he does not appear for some time. He is tired and frightened of the twins.

Mr. Otis writes a letter to Lord Canterville that the ghost has gone away.

The ghost does not want to stay in his room anymore. He regularly appears in the

passage and frightens the Otis family and Mrs. Umney to death. He writes a letter to

Lord Canterville that the Otis family have no respect for traditions and they play tricks

on him. He warns that he will kill the twins if they continue to play tricks on him. He

suggests in the letter that he will stop to make horrible things and frighten people if the

Otis family leave Canterville Chase.

___________________________________________________________________________

___________________________________________________________________________

Worksheet 4 – KEY

Read the summaries of the fourth chapter and tick the right one. Přečti si shrnutí čvrté

kapitoly a označ to správné.

The second version is the right one.

___________________________________________________________________________

54

Appendix 9

Worksheet 5

Listen to the CD. Tick the correct answer. Poslouchej CD. Zatrhni správnou odpověď.

1. Who did Virginia meet in the room?

the young Duke the Canterville ghost the twins Mrs. Otis

2. Did Virginia know about her brothers´ bad behaviour towards the ghost?

Yes No

3. Was Virginia sorry for the ghost?

Yes No

4. Who took the paints of Virginia´s paint box and used them for the bloodstain?

the young Duke the Canterville ghost the twins Mrs. Umney

5. Can the ghost sleep?

Yes No

✄ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

6. Why does the ghost want to go the Garden of Death?

to find his wife to have peace and sleep for ever to help Virginia

7. Who can open the door of the Garden of Death for the ghost?

the young duke the twins Virginia his wife

8. Is Virginia afraid of opening the door of the Garden of Death?

Yes No

9. Does Virginia go with the ghost to the Garden of Death?

Yes No

Worksheet 5 – KEY

Listen to the CD. Tick the correct answer. Poslouchej CD. Zatrhni správnou odpověď.

1. Who did Virginia meet in the room?

the young Duke the Canterville ghost the twins Mrs. Otis

2. Did Virginia know about her brothers´ bad behaviour towards the ghost?

Yes No

3. Was Virginia sorry for the ghost?

Yes No

4. Who took the paints of Virginia´s paint box and used them for the bloodstain?

55

the young Duke the Canterville ghost the twins Mrs. Umney

5. Can the ghost sleep?

Yes No

✄ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

6. Why does the ghost want to go the Garden of Death?

to find his wife to have peace and sleep for ever to help Virginia

7. Who can open the door of the Garden of Death for the ghost?

the young duke the twins Virginia his wife

8. Is Virginia afraid of opening the door of the Garden of Death?

Yes No

9. Does Virginia go with the ghost to the Garden of Death?

Yes No

56

Appendix 10 ___________________________________________________________________________

Dotazník 1 Vyplň dotazník. Vyber pouze jednu možnost.

1. Jak často čteš ve svém volném čase?

nikdy zřídka někdy každý týden

několikrát týdně každý den

2. Kolik knih přečteš ročně?

žádnou 1 2-4 5-8 8-12 víc než 12

3. Jaké žánry (typy) knih upřednostňuješ?

detetektivky romántické příběhy sci-fi

horory and thrillery dobrodružné příběhy historické příběhy

pohádky komiksy autobiografické příběhy

4. Znáš nějaké britské nebo americké spisovatele?

yes no

5. Jestliže znáš nějaké britské nebo americké spisovatele, uveď jejich jména:

____________________________________________________________

6. Slyšel(a) jsi někdy o Oscaru Wildovi?

ano ne

___________________________________________________________________________

Questionnaire No 1 Fill in the questionnaire. Select one option.

1. How often do you read in your free time?

never seldom sometimes every week

several times a week every day

2. How many books do you read a year?

none 1 2-4 5-8 8-12 more than 12

3. What genres (types) of books do you prefer?

detective novels romantic novels horrors stories and thrillers

sci-fi adventure novels historical novels

fairy tales comics autobiographical novels

4. Do you know any British or American writer?

yes no

5. If you know any British or American writer, write as many as you know:

____________________________________________________________

6. Have you ever heard about Oscar Wilde? yes no

57

__________________________________________________________________________

Dotazník 2

Vyplň dotazník. U každé otázky zatrhni pouze jednu odpověď.

1. Hodiny angličtiny založené na četbě se mi

hodně líbily spíše líbily spíše nelíbily vůbec nelíbily

2. V budoucnu bych ocenil(a) další výuku angličtiny na základě četby literatury

ano ne nevím

3. Která aktivita se ti nejvíce líbila?

______________________________________________________

4. Zajímá mě konec příběhu

ano ne nevím

5. Poslední kapitolu si přečtu

ano ne nevím

___________________________________________________________________________

__________________________________________________________________________

Questionnaire No 2

Fill in the questionnaire. Select one option.

1. How satisfied were you with the lessons based on teaching English through literature?

very satisfied satisfied dissatisfied very dissatisfied

2. I would appreciate more English lessons based on literature in the future

yes no I don´t know

3. Which activity did you like most?

_______________________________________________________

4. I am interested in the end of the story

yes no I don´t know

5. I am going to read the last chapter

yes no I don´t know

__________________________________________________________________________

58

Appendix 11

___________________________________________________________________________

The results of Questionnaire No 1

Question Options Responses

1. How often do you read in your free time? never 2

seldom 3

sometimes 6

every week 0

several times a week 0

every day 1 2. How many books do you read a year?

none 0

1 5

2-4 5

5-8 1

8-12 1

more than 12 0 3. What genres (types) of books do you

prefer? detective novels 1

romantic novels 1

horror stories & thrillers 5

sci-fi 0

adventure novels 3

historical novels 0

fairy tales 1

comics 1

autobiographical novels 0 4. Do you know any British or American

writer? Yes 3

No 9 5. If you know any British or American

writer, write as many as you know: J.K.Rowling 3 6. Have you ever heard about Oscar Wilde?

Yes 3

No 9

59

___________________________________________________________________________

The results of Questionnaire No 2

Question Options Responses

1. How satisfied were you with the lessons based on teaching English through literature? very satisfied 3

satisfied 8

dissatisfied 0

very dissatisfied 1 2. I would appreciate more English lessons based on literature in the future Yes 6

No 1

I don´t know 5 3. Which activity did you like most?

reading 7

all activities 1

I don´t know 1

questions 1

matching words based on the text 1

none 1 4. I am interested in the end of the story

Yes 10

No 1

I don´t know 1 5. I am going to read the last chapter

Yes 9

No 1

I don´t know 2