Teaching Grammar Using Authentic Materials - IS MUNI

Running head: TEACHING GRAMMAR USING AUTHENTIC MATERIALS

Teaching Grammar Using Authentic Materials

Final thesis

Masaryk University Brno

Faculty of Education

Department of English Language and Literature

Brno 2016

Supervisor: Author:

Mgr. Renata Jančaříková, Ph.D. Mgr. Eva Štaralová

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TEACHING GRAMMAR USING AUTHENTIC MATERIALS

Prohlášení

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

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

studenty Pegagogické fakulty Masarykovy univerzity a se zákonem č. 211/2000Sb., o právu

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

(autorský zákon), ve znění pozdějších předpisů.

Declaration

I declare that I worked on my final work on my own and that I used all the sources mentioned

in the bibliography.

Brno 31st May 2016 ---------------------------------------------------

Mgr. Eva Štaralová

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Aknowledgements

I would like to thank my supervisor Mgr. Renata Jančaříková, Ph.D. for her willing

support, valuable advice and kind attitude. I appreciate her careful guidance and help with

recommending literature and consulting the work.

I would like to thank my family for the support given.

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Abstract

The thesis presents how authentic materials can be embodied in teaching grammar in the

environment of the upper primary classes. The thesis is divided in two parts: theoretical and

practical. In the theoretical part the author describes the terms grammar and authentic

materials and reasons why teaching grammar using authentic materials can be beneficial for

the learning process. The practical part focuses on piloting six lessons in three upper primary

classes. The descriptions of the classes, the lesson plans created and taught by the author, the

evaluation of the lessons taught and the results are also included in the practical part. The

conclusion summarizes the research and outlines how the further research could be carried

out.

Key words: authentic materials, English grammar, teaching English

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Shrnutí

Závěrečná práce se zabývá tématem využití autentických materiálů při výuce gramatiky

v hodinách anglického jazyka na druhém stupni základní školy. Práce je rozdělena do dvou

částí: teoretické a praktické. Teoretická část práce vymezuje pojmy gramatika a autentické

materiály, dále objasňuje, proč je prospěšné využívat tento typ materiálů během výuky

anglického jazyka na základní škole. Praktická část práce je složena z části vymezující

badatelskou otázku, popisu způsobu výzkumu odpovědi na tuto otázku, dále z přehledu plánů

jednotlivých vyučovacích hodin anglického jazyka vytvořených ad hoc a pilotovaných

autorkou této práce. Shrnutí výsledků výzkumu a nástin dalšího možného využití autentických

materiálů v oblasti základního školství tvoří závěr práce.

Klíčová slova: autentické materiály, gramatika, výuka anglického jazyka

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TABLE OF CONTENTS

ACKNOWLEDGEMENTS…………………………………………………………….......3

1. INTRODUCTION………………………………………………………………………8

2. THEORETICAL PART

2.1 What is grammar?.......................................................................................................10

2.1.1 Definition of grammar.……………………………………………………......10

2.1.2 Do learners need to be taught in grammar?.......................................................11

2.1.3 Approaches to teaching grammar……………………………………………..15

2.2 Authentic materials………………………………………………………………...20

2.2.1 Classification of authentic materials……………………………………........21

2.2.2 Advantages and disadvantages of using authentic materials………………...22

2.2.3 Criteria of using authentic materials ………………………………………26

2.3 How authentic materials can be used in teaching grammar……………………......28

3. PRACTICAL PART

3.1 Research procedure………………………………………………………………..30

3.1.1 The research question…………………………………………………….......30

3.1.2 The research design………………………………………………………….30

3.1.3 Descriptions of the classes……………………………………………….......31

3.1.4 Lesson plans………………………………………………………………….35

3.1.5 Piloting lessons……………………………………………………………….52

3.2. The survey………………………………………………………………………….54

3.2.1 Compiling data……………………………………………………………….55

3.2.2 Data analysis………………………………………………………………......58

3.2.3 Results…………………………………………………………………….......61

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4. CONCLUSION………………………………………………………………………..63

5. REFERENCES (PRINT SOURCES) ……………………………………………….....64

6. REFERENCES (ELECTRONIC SOURCES)…………………………………………66

6. APPENDICES………………………………………………………………………….68

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1. INTRODUCTION

The aim of this thesis is to create and to pilot six lesson plans in order to present how

English grammar can be taught by using authentic materials in the upper primary classes.

The thesis consists of the theoretical and the practical part.

The first chapter of the theoretical part specifies the definition of grammar, discusses the

general concept of teaching grammar and the necessity of teaching grammar in the context

of teaching English.

The term of the authentic materials and their classification, the advantages and

disadvantages of the use of the authentic materials in the environment of the upper primary

class, and the criteria of their appropriate selection constitutes the second chapter of the

theoretical part of this thesis.

The third chapter of the theoretical part focuses on the procedures how authentic materials

can be used in teaching English grammar and can be effectively applied in the upper primary

classes.

The practical part defines the research question, describes the research procedure and

the research results.

The first chapture of the practical part defines the primary aim of the research what is to

verify the effective use of the authentic materials in teaching grammar appropriately chosen in

consideration of the age, the level of English, the interests of the learners, and last but not

least the syllabus of the concrete primary school.

The research procedure is based on the six lessons piloted by the author of this thesis in the

three different classes at the primary school where the author has been teaching English .

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The description of the classes, the lesson plans, the evaluation of the lessons piloted by the

author are embodied in the third, fourth and fifth subchapters of the first chapter of the

practical part.

The data analysis and the results of the research of teaching grammar using authentic

materials are presented in the second chapture.

The conclusion summarizes the procedures how the authentic materials can be used in

teaching English grammar in the upper primary classrooms and how the idea of using

authentic materials in English teaching can be explored in the further research.

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2. THEORETICAL PART

2.1 What is grammar?

What is grammar? Do learners of foreign languages need to master this area to be able to

use the language of their interest effectively? For what purpose are the learners of foreign

languages taught grammar?

English teachers at the upper primary classes should be able to answer these questions in

order to explain their pupils why a concrete part of discourse is expressed in a certain way.

Moreover, the teachers should encourage the pupils to study grammar by designing their

lessons in an interesting and a modern way in connection with an authentic language.

2.1.1 Definition of grammar. The general concept of grammar is centered around the

terms such as rules, a system, an order how to group words together. The explanation of the

term grammar and the adjustment of this explanation for the upper primary pupils creates a

stimulating backround for teaching grammar. Therefore, the knowledge of the suitable

definition of grammar is important for the upper primary English teachers.

The acknowledged authorities in the English teaching methodology such as Penny Ur, Jim

Scrivener, Jeremy Harmer and Scott Thornbury discuss the term of grammar as follows.

Grammar is defined according to Ur (1991) as “the way words are put together to make

correct sentences ” (p. 75) or according to Ur (1994) “the way a language manipulates and

combines words (or bits of words) in order to form longer units of meaning“ (p. 4). Ur (1991)

also debates the term “grammatical“ and its application in teaching grammar, what is

acceptable and what is unacceptable. Furthermore, Ur (1991) underlines the importance of the

teaching of grammatical meaning and explains that the grammatical structures do not cause

the difficulties for learners of foreign languages compared to the grammatical meaning. The

same point of view, i.e. not only grammatical rules but also the comprehension of their

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meaning are necessary for using a language properly, is claimed by Scrivener (2011), who

adds the idea of making predictions based on “the internal collection of information“ during

the proces of making sentences, when an user of a foreign language follows “a sort of mental

list of possible patterns of English“ (p. 156). Together with Ur (1991), Harmer (2007)

describes grammar as a way that enables to a speaker of a language to put “a number of

elements in the correct order to get that meaning across grammar“(p. 60) to formulate a

possible sentence. Furthermore, Harmer (2007) mentions the grammar system together with

the lexical system as a way “how words change their shape depending on their grammatical

function, and how they group together“ (p.30). Thornbury (2009) uses a methapor and

compares grammar to “the pillars which supports a langugae“ (p. 3) and summarizes the

opinions of the other teachers, who consider grammar “the only secure point in the seeming

chaos of communicative uncertainty, and they cling to it for safety“ (p. 3).

2.1.2 Do learners need to be taught in grammar? The reply of this question can be

explained by the following question: What is the main goal of language teachers at all levels

of the school system? The obvious answer is to teach learner the target language, i.e. to use

the language for effective communication and that means to understand and to be understood

by other users of the language. Grammar, as said above, presents the instrument that helps to

this process.

Thornbury (1999) expresses the idea that the history of language teaching has been

connected with “the history of claims and counterclaims for and against the teaching

grammar“ (p. 14) and underlines the fact that the different attitudes to the grammar reflect the

different methodes between the authorities in the field of teaching languages and learners of

foreign languages. As above, Thornbury (1999) quotes Ur (1994) who supports the

importance of learning grammar claiming grammar “essential for the mastery of a

language“(p. 14), and also quotes Krashen who denies the effectivity of grammar teaching

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and asserts grammmar teaching as “peripheral and fragile’’(p. 14). Before Thornbury (1999)

debates advantages and disadvantages of teaching grammar he has called the readers of his

book for making up their own minds. Thornbury (1999) sums up seven arguments in favour

of teaching grammar:

1. The sentence-machine argument: grammar is described as a system of the regularities in a

language and the knowledge of them enables the user of the language to create original

sentences.

2. The fine-tuning argument: grammar used in written language serves as a corrective leading

to better intelligibility.

3. The fossilisation argument: the fossilisation of the linguistic competence comes sooner to

the learners who don´t receive grammatical instructions than those who do.

4. The advance-organiser argument: the learner of a foreign language who studies grammar in

his/her language classes is able to recognize the grammatical item taught in those classes

while he/she is listening to the talks of native speakers. This noticing is a prerequisite for the

acquisition of a foreign language.

5. The discrete item argument: a foreign language is seemed by a learner to be a mass of

information. Grammar organizes this mass by providing rules, categories, etc. Organizing

these categories called discrete items makes the language more easily digestible.

6. The rule-of-law-argument: the process of learning grammar is seen as a “transmission’’(p.

17) of a knowledge from the teachers wo have the knowledge to the learners who do not have

the knowledge. This transfer is related to the learning in the environment of institutions

where discipline is valued. Grammar understood as a system of rules “can be taught and

tested in methodical steps ’’(p. 17).

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7. The learner expectation argument: This argument is based on the expectations of the learner

is convinced that grammar is supposed to be present in language lessons.

In addition, Thornbury (1999) summarizes six arguments against teaching grammar:

1. The knowledge how argument: This argument compares a language learning to a skill of

riding a bike. From this point of view learnes of a language can learn the language by “doing

it, not by studying it’’(p. 18).

2. The communication argument: Communicative Language Teaching or Communicative

Approach underlines the role of grammar and vocabulary of the language “to achieve

communicative goals’’(p.18). This approach to the learning of a language can be divided in

two ways that answer the questions why and how to learn a foreign language: to learn a

language for the purpose of using it and to learn a language by communicating. Moreover,

grammar is being acquired unconsciously by the situations when the learners are immersed in

communicative activities during the language lessons.

3. The acquisition argument: Thornbury (1999) mentions Krashen´s theory which

distinguishes between learning a language and its acquisition and the innate learning skills are

activated by the comprehensible input and a stress free environment. The emphasis is put on

the fact that we all learned our mother tongue without learning its grammar.

4. The natural order argument: Thornbury (1999) cites the linguist Noam Chomsky who

argues that human being are born with rules of the universal grammar and this fact can be

used in the proces of learning of the second language.

5. The lexical chunks arguments: This argument lays stress on the lexical approach in learning

languages. The learner pays attention to chunks of language which enables him or her to

communicate more effectively than it happens in a traditional grammatical oriented approach.

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6. The learner expecation argument: This argument as is mentioned above is based on the

expectations of the learners. In this case the learners prefer speaking and communication in a

foreign language to learning grammar since they have been taught grammar in their previous

language classes.

Ur (1991), on the other hand, expresses her attitude to “the place of grammar in the

teaching” (p. 76) with the aid of four extracts that are supposed to be discussed by the trainee

teachers. Ur (1991) herself comments those exctracts. The first extract presents the idea that

there is no need to learn grammar, as such, to learn a new language. However, Ur asks

whether learning grammar helps in the process of learning language and she gives her own

response: yes, it helps, and describes grammar as a tool to improve “mastery of the language

(p. 77). The second extract claims that the learner “is craving for” learning grammar more

outside the classroom than inside the classsroom. Ur (1991) critisizes that statement because

there is no evidence given by the author of the extract that learning grammar outside the

classroom and she is inclined to think that the learner “wants” to study grammar and the

teacher provides information and practice of grammar to the learner. The third extract states

that learning grammar does not enable the learners to make real-life sentences. Ur (1991)

supports the idea that grammatical accuracy is supposed to be used to produce grammaticaly

correct sentences within the real-life context. The last extract compares grammar to “a

voyage of discovery” (p. 77). Ur (1991) agrees with that statement which speaks in favour of

learning grammar, however, she adds the note that she is not sure whether all learners are

interested in grammar, as such.

In conclusion, Ur (1991) claims the idea that learning grammar does help in the process of

learning a foreign language. Thornbury (1991) presents the arguments for and against

teaching grammar and appeals to the readers for making up their own minds.

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Scrivener (2011) defines “learning the grammar” (p. 156) as one of the expectations

which students have had before they enter a language class and he comments the present

situation in the field of learning foreign languages and adds that the opinions of what learners

of a foreign language need to know differ and he underlines the importance of learning

grammar by the fact that learning grammar enables to a learner of foreign language “to

communicate and be understood” (p.157).

In comparison with what was mentioned above, Harmer (2007) highlights the necessity of

the knowledge of grammar for language teachers to be able to answer the questions

concerning grammar asked by their learners. In addition, he explains not only the importance

of grammar learning for effective communication in a foreign language but he indicates the

importance of the terms such as “language function” (p. 76), “discourse” (p. 76) as well.

To sum up the ideas whether grammar is supposed to be taught in the language

classrooms can be said that the renowned methodologists such as Penny Ur, Jim Scrivener,

Jeremy Harmer and Scott Thornbury are together in the answer of teaching grammar. Their

point of view of the concept of grammar in the learning grammar stresses the knowledge of

grammar as an essential element of a succesful and effective real-life communication in a

foreign language.

2.1.3 Approaches to teaching grammar. Teachers of English at the upper primary classes

have to design their lesson plans in conformity with curriculum which means besides other

things the list of grammatical items is set in concrete and their objective is to lead their

pupils to the aquisition of these grammatical items. The English teachers in their everyday

reality encounter the following questions: Which method would be the proper one for my

pupils? What aspects of learning should I bear in mind? How could I engage my pupils´

attention? The answers of these questions vary according to the concrete conditions in the

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class and to the personality of the teacher whether he or she wants to find the new ways how

to teach English grammar or not. Ur (1996) characterizes teachers who have been teaching for

twenty years as “those with twenty years’ experience and those with one year’s experience

repeated twenty times” (p. 317). This statement could be become a challenge for the English

teachers who have been teaching for a long period, however, not only for them.

Harmer (2007 b) defines the term approach as the term which is connected “to theories

about the nature of language and language learning which are the source of the way things are

done in the classroom and which provides the reasons for doing them” (p. 62). In addition,

Harmer (2007 b) comments the use of the terms such as a method, a procedure and a

technique and alerts teachers to the “use and mis-use of these terms” (p. 63). However, he

sums up what the teacher needs to know when he or she has intention of trying a new method

of teaching. Harmer (2007b) debates two questions. Firstly, whether the method is acceptable

for both pupils and teachers, and secondly, whether they “actually achieve what they set out

to achieve” (p. 63). Harmer (2007b) discusses the methods which influence the current state

of language teaching such as Grammar-translation, Direct method and Audiolingualism,

Presentation, presentation and production (PPP) and alternatives to PPP, Communicative

Language Teaching (CLT), Task-based learning (TBL) and The Lexical approach.

Moreover, Harmer (2007b) mentions “the term native speakerism” and explains that

“British and American teaching methodology and practices have been exported around the

world, almost without question by the exporters, though they are increasingly questioned by

commentators, both native speakers and non-native speakers alike” (p. 76). Harmer (2007b)

discusses the relationship between methodology and the educational and social culture and the

differences between the western and the other cultures understanding of learning languages.

He adds what teachers should ask themselves is to decide what methodology is appropriate

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and how to apply this methodology in the classroom and recommend teachers to take the

following ideas into consideration:

1. Affect: teachers should reflect their pupil’s feelings to create a stimulating

environment for learning.

2. Input: pupils should be exposed to the language, focus on form is necessary.

3. Output: pupils should produce language, they need to “activate” (p. 79) their language

knowledge.

4. Cognitive effort: teachers encourage their pupils to find out more information about

language and grammar by themselves rather than to gain this kind of information from

their teachers.

5. Grammar and lexis: both grammar and lexis are important in the process of learning

language.

6. How, why and where: firstly, teachers should ask themselves why and where they are

teaching, and secondly, they make the choice of a method.

Harmer (2007b) concludes that the choice of a method and consequently the choice of

procedures and techniques “at all levels and at all stages of teaching” (p. 79) should be in

harmony with the answer of the question why teachers doing what they are doing.

Scrivener (2011) names some popular methods together with well – known approaches. He

defines a method as “a way of teaching” (p. 31) and approach to teaching languages

characterizes as “what you believe about” the essential part of language, the ways pupils learn

languages and how teaching can help pupils learn foreign language. That characteristic is in

an agreement with Harmer´s conception of approach as it was said above. Scrivener lists the

same methods and approaches as Harmer (2007) does, however, Scrivener adds the others

such as Total Physical Response (TPR), Community Language learning (CLL), the natural

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approach, The Silent way, The person-centred approaches, Dogme. The last mentioned

method Dogme is proposed by Scott Thornbury (as cited in Scrivener, 2011) and claims for

“back-to-basics approach”. Teachers need to work on the relationship with their students and

should use technology in a restricted way. Furthermore, Scrivener (2011) argues for “personal

methodology” (p. 33) which means according to his understanding of that term “the process

of choosing items from a range of methods and constructing a collage methodology ” (p. 33)

known as “principled eclecticism”(p. 33). Both Harmer (2007) and Scrivener (2011) claim

for the personal way of teaching in the classroom and present the necessity of choosing the

appropriate method of teaching for individual classes which respects the environment of

learning and pupils as well.

Thornbury (2004) stresses two important approaches to teaching grammar: a deductive and

an inductive approach. He suggests for them easier terms such as the rule-driven learning for

the deductive approach and the discovery learning for the inductive one. Thornbury (2004)

states pros and cons of both approaches and evaluates them according to the E-factor and the

A-factor. He summarizes that the deductive approach is direct, respects pupils´ intellectual

abilities and skills; however, it can be demotivating for pupils and can support the idea that

learning a language is only learning grammar rules. On the other hand, the inductive approach

is based on the learner activity and there is more opportunity for language practice,

nevertheless, this approach is time-consuming and pupils may work on the wrong grammar

rule or the wrong grammar hypothesis and they can think that the main goal of language

learning is the rule they are looking for. Thornbury (2004) describes the way how to teach

grammar through texts. Apart from different sources of texts he presents the sample lesson

based on the use of an authentic text to teach the passive. He sums up how authentic materials

can be used in teaching grammar and criticizes sympathizers of the use of authentic texts in

teaching language. He expresses the idea that the motivating factor of using authentic

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materials is overestimated because any real-life text is unreadable for a learner of foreign

language due to “the linguistic load of unfamiliar vocabulary and syntactic complexity” (p.

72). Thornbury suggests a simplification of authentic texts used in the classroom or to write

the teacher´s text for example narratives. Summarizing teaching approaches, Thornbury

(2004) claims for “ teachers´ intuition” in choosing the appropriate teaching method because

“teaching methods come and teaching methods go”(p. 154), however, that statement should

not lead language teachers to lethargy, they should keep themselves being up to date and try

to explore new teaching methods.

In comparison with what was said above about approaches to teaching languages and

methodology as such, Ur (1991) nor classifies neither comments particular approaches or

methods, she merely underlines the“link between practice and theory ”(p. 4). Ur (1991)

claims for teachers´own classroom experience being included in the proces of choosing the

appropriate teaching way for the concrete class. She explains her conception of the term

foreign language teaching. Firstly, she stresses the inseparable link between learning and

teaching, therefore, she discusses teaching in the context of the recognition of learners´

needs. Secondly, Ur (1991) describes the differences between “teaching and methodology” (p.

4). She describes methodology as a component of teaching that includes other parts itself such

as designing lessons or pupils´discipline. Ur (1991) names her methodology approach as “the

more conventional methodology” (p. 5). The PPP model of teaching languages in her

understanding is characterized as “(1) presenting and explaining new material; (2) providing

practice; and (3) testing.” (p. 10). Ur (1991) justifies the choice of the PPP method by using

the term “good learners ” (p. 10) who learn languages with that method. According to Ur

(1994) the practice stage is considered to be the most important part of grammar teaching

because through practice pupils consolidate their knowledge of a new grammar item.

Nevertheless, she does not deny the fact that pupils learn languages outside the classroom and

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she claims for teachers´ activity in the process of making opportunities for “more intuitive

acquisition ” (p. 10).

In conclusion, the authorities mentioned above are in agreement with the idea that teachers

should choose the appropriate methods for their grammar teaching. The process of the choice

should be based on the knowledge of their pupils and the environment where they teach. The

most used teaching approaches and methods are: Grammar-translation, Direct method and

Audiolingualism, Presentation, presentation and production (PPP), Communicative Language

Teaching (CLT) and Task-based learning (TBL). Ur (1991) is the author who prefers only

one teaching method: PPP, however, she stresses possible variations and modifications of

PPP. Harmer (2007b) mentions one phenomenon linked to teaching approaches which is “the

native speakerism ”(p. 76) and he adds that the method chosen should fit not only to the

pupils but to the teacher as well. Summarizing what was said above, the teacher is the

decisive element in the proces of choosing the teaching approach and consequently the

appropriate method.

2.2. Authentic materials

Harmer (2007b) defines authentic material as “language where no concessions are made to

foreign speakers” (p. 273) and “it is normal, natural language used by native or competent

speakers of a language”(p. 273). In addtion, he adds the fact that “deciding what is or is not

authentic is not easy”(p. 274) and presents the examples of a father talking to his baby who

uses baby talk and of a stage play which can be considered both authentic and inauthentic.

Hedge (2000) understands authentic materials as “materials which have not been designed

especially for language learners and which therefore do not have contrived or simplified

language”(p. 67).

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Gilmore (2007) lists eight meanings of authenticity in the context of foreign language

teaching. Those definitions are in agreement with the conception of authentic language as the

language produced by native speakers for a real group of people and as the language which

emerges from the communication between teachers and pupils in the classroom. Moreover, he

cites the idea that “terms such as authentic, genuine, real or natural and their opposites fake

unreal or contrived are emotionally loaded and indicate approaval or disapproval whilst

remaining ill-defined”(p. 5).

Scrivener (2011) mentiones the term authentic in the following phrases as “authentic

exposure” and “authentic output” (p. 397). Authentic exposure is defined as “exposure to

language when i tis being used fairly naturally” (p. 397) and authentic output as “students

speaking or writing using the full range of language”(p. 397). That concept is in agreement

with what Gilmore (2007) summarizes about the term authentic language and authenticity.

Ur (1996) uses the term authentic in the context of real-life reading and of pupils´ authentic

responds to a task. She stresses the link between real-life texts and writing and the

authenticity as such.

To sum up, authentic materials are the materials both written and spoken produced by

native speakers or speakers of target language which convey a real-life message (Gilmore,

2007) and the term authentic can be used for language used by pupils learning foreign

language in the classroom and their teachers.

2.2.1 Classification of authentic materials. Authentic language, as was said above,

represents native speakers´ and target language group production and the language production

between teachers and their pupils in the classroom. For teaching and learning purposes in this

work the author uses the first category of authentic language and suggests the following

classification of this kind of materials.

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Authentic materials can be classified according to the criterion whether authentic language

production is supposed primarily to be read, watched and listened to and posted on the

Internet:

• Reading authentic materials: books, magazines, newspapers, brochures, leaflets,

menus, letters, e-mails

• Audio -visual authentic materials: TV programmes, TV series and TV shows, TV

news, films, cartoons, videos, songs, radio programmes, advertising

• Authentic materials on the Internet: websites, social networks, YouTube, blogs, vlogs,

online games

2.2.2 Advantages and disadvantages of using authentic materials. The use of authentic

materials is inseparably related to communicative language teaching (CLT). Hedge (2000)

debates why using authentic language is an essential part of CLT and underlines that the main

goal of teaching foreign languages is to prepare students for using foreign language in the real

world and he points out that if students are exposed to unnatural language in the classroom

they first experience with authentic language can be frustrating for them. In addition, she

argues that authentic materials should be introduced to the classroom gradually and the use of

this kind of language should build students´confidence in using foreign language in the real

world. On the other hand, Hedge (2000) refers to many teachers´opinion that especially

students at lower levels of proficiency can be supported by rather “simulated-authentic”

materials (p. 68) than authentic materials as such, and therefore the confidence in using

foreign language and the contact with the authentic language is maintained.

Likewise, Harmer (2007b) claims for using authentic materials in the class and stresses the

students expectations about their competence of using foreign language which is the use of

language in the real life where language production is not simplified and he claims for

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choosing authentic materials cautiously not to be demotivating for students because of the

authentic language complexity of both lexis and grammar. Harmer (2007b) underlines the

motivating factor of teaching foreign language with authentic materials even for beginners

and he advises teachers to show beginners how much they have learnt instead of how little

they are able to present of their foreign language competence.

Thornbury (2004) discusses the motivating factor for using authentic materials while he

evaluates his grammar lesson based on the use of authentic materials. The benefit of the

experience with successfully learning grammmar using the authentic language is reflected by

its contribution to independent study of self directed learners and by the presence of real

language, “undistorted by the heavy hand of the grammarian ” (p. 78). Moreover, Harmer

(2004) emphasizes the fact, that learner does not gain only knowledge of a new grammatical

item but of other language items such as new vocabulary, cultural context, etc. because of

language-richness of authentic materials.

Gilmore (2007) sums up the main goal of teaching foreign languages as “to produce

learners who are able to communicate effectively in the target language ” (p. 6) and he adds

that teachers should use any means at their disposal to reach this goal and he changes the

question of the presence of the authentic language in the classroom to the question how to use

this kind of materials effectively in learning proces. Gilmore (2007) together with

methodologists mentioned above underlines the necessity of bringing the real language to the

classroom and explains in what phenomena of “the gap between authentic language and

textbook language” (p. 6) are. Gilmore (2007) literally labels the language in textbooks as “a

poor representation of the real thing” (p. 6) despite the fact that “much have been done to

redress the balance” (p. 6) between authentic language and the language in textbooks.

Moreover, he points out the inadequacy of the current textbooks´ language in the process of

“developing learners´overall communicative competence” (p. 7) and he claims for using

24


authentic materials, especially audio-visual ones which include “a much richer source of input

for learners and have the potential to be exploited in different ways and on different levels to

develop learners´communicative competence” (p. 23). Further, Gilmore (2007) focuses on

the question “how context-sensitive language is” (p. 22) and advises how to help learners to

cope with the complexity of the target language and he argues for contextualising and

sensitising teaching of foreign languages for example by mentioning the contrast between the

learners´culture and the target culture. In addition, he stresses the necessity to understand each

classroom as “a unique in terms of its students needs” (p. 23) and the necessity to adjust the

texbooks to be able to reflect the current state of the target language.

Ur (1994) evaluate the use of authentic materials as beneficial for learning purposes

underlining their motivating function regarding their real-life characteristic. Although, she

points out the difficulties with their application such as the complexity of lexis, syntax and

cultural context as it was mentioned above.

Scrivener (2011) refers to authentic materials in the context of authentic exposure and he

explains “a passion for authentic materials”(p. 127) as a reaction to “the previously very

unnatural text of many earlier teaching materials”(p. 127). He objects that the fact that

authentic materials are more attractive for learners because of their interestingness is less

important for the learning process and explains that Krashen´s hypothesis (as cited in

Scrivener, 2011) of a difference between language acquision and learning and his concept of

comprehensible input which means that a real piece of information communicated is supposed

to be comprehensible “a little above our current level”(p. 128) supports a restricted input. In

addition, he highlights the distinction between authentic and restricted exposure from the

teacher perspectives because of different approaches which should be used when learners are

exposed to the real-life materials and to the “learner-friendly ”(p. 127) ones.

25


Concluding advantages and disadvantages of using authentic materials, the authors

mentioned above are in agreement with the positive effect on learning process of foreign

languages because of the motivating function of this kind of materials and the real-world

connection between the language lesson and the real world outside the classroom, however,

due to the complexity of lexis, grammar and cultural context, authentic materials are highly

recommended to be used especially at higher level classes. Nevertheless, the complexity of

authentic materials can become the advantage of their use because learnes can acquire more

language knowledge from them (Harmer, 2004) and support further language study of self

directed learners (Thornbury, 2004). For low level classes authentic materials should be

introduced gradually (Hedge, 2000) and chosen cautiously not to be frustrating but motivating

for learners. The important advantage of authentic materials is their quantity and variety.

Language teachers should draw their attention to the process of chosing the appropriate

authentic material for their classes and maintain the balance between the use of authentic and

artificial textbook language in favour of their learners´needs, since language teachers prepare

their learners for the real life communication and should motivate learners not only for the

further and deeper study of the target language but the target culture as a whole.

The upper primary classes´ language education should reflect the connection between the

real-life language and the language taught in the classroom. The fundamental is the term to

balance which includes itself the balance between the aim of the lesson and the approach and

the methods how authentic materials are used, between a textbook and a real-life language,

and between learners´ level and the language level of the authentic material used in the

language lesson. Despite the demanding character of the lesson taught with the use of

authentic materials from the point of view of its planning and chosing the appropriate

authentic material and the fact that the language teachers around the whole world have to cope

with teaching in overfull, heterogeneous classes with many different pupils´needs presented,

26


including not only pupils with dyslexia or dysgraphia diagnosed but autistic pupils and pupils

with low mentally or physically handicapped, authentic materials should create the base of

language teaching at least once a week. The author of this work is convinced that the use of

authentic materials creates the bridge between the classroom language environment with all

its advantages and disadvantages and the outside environment where the genuine target

language is used.

2.2.3 Criteria of using authentic materials. The process of chosing the appropriate

authentic material, as it was said above, is a essential part of a lesson based on the use of this

kind of materials. This work deals with the use of teaching grammar using authentic materials

and defines its aim as the presentation of how authentic materials can be used in the grammar

oriented classes in the environment of the upper primary classes. Therefore, the criteria for

this group of learners are mentioned as the decisive element for the process of chosing of the

appropriate authentic materials.

The upper primary pupils are children and teenagers at the age of from eleven to sixteen

years. It represents the sixth, the seventh, the eighth and the ninth classes at the primary

schools in the Czech Republic.

The choice of the authentic material should reflect its appropriateness for the age with its

physical and mental features, which means the appropriateness of the theme of the authentic

material chosen and the abilities and skills of the children and the teenagers, the aim of the

lesson, in this case the presence of the grammar item planned to be learned and acquired, and

the interconnection between the lesson based on authentic materials and the whole language

curriculum of the concrete primary school.

Berardo (2006) sumps up the factors which should be taken in consideration when teachers

decide what kind of the authentic material can be introduced in the classroom to be beneficial

27


for both language learning process and its motivating and for further learners´ language study

challenging character. The factors affecting the teachers´choice of authentic materials

according to Berardo (2006) are:

• Suitability of content according to the learners´needs and interests.

• Exploitability from the teaching perspective of the concrete lesson.

• Readability of the authentic material chosen from the learners´point of view.

• Presentation of attractiveness of the authentic material introduced in the classroom.

Apart from the factors mentioned above Berardo (2006) points out the cultural bias which

are present in the authentic materials and language teachers should be aware of this fact when

they chose the authentic material and give their pupils an appropriate explanation of a

particular cultural phenomenon.

In conclusion, the main important factors present at the process of chosing the appropriate

authentic material for teaching foreign language are: the learners and their needs and the

connection between the authentic material and the aim of the concrete lesson or more

precisely the whole language learning process.

In agreement with the aim of this work which is teaching grammar using authentic

materials in the enviroment of the upper primary classes the following factors are taken in

consideration in the process of chosing authentic materials and their use in the grammar

aimed lesson.

Firstly, the specific environment of the primary schools in the Czech Republic, as the case

may be the local school where six lesson based on authentic materials were being taught by

the author of this work from the learners´ natural abilities and the learners´special needs point

of view.

28


Secondly, the exploitability of the authentic material chosen from the teaching grammar and

learning process perspective.

Thirdly, the opportunity for the teachers´ creativity enabled by the variety and the huge

amount of authentic materials.

2.3 How authentic materials can be used in teaching grammar

Authentic materials represent an inexhaustible source of language material which can be

used in language learning process because of its amount and variety. However, the authentic

materials should be chosen in agreement with the criteria mentioned above i.e. suitability of

content, exploitability, readability and presentation of attractiveness.

The use of authentic materials in the environment of the upper primary classroom should be

used in a appropriate extent to be motivating for the pupils. The teachers should take in

consideration the fact that in each class a few pupils with dyslexia or dysgraphia are present.

Moreover, autistic pupils and low mentally and physically handicapped pupils with their

assistants attend language lessons. Therefore, in addition, the authentic materials should be

approachable for them as well.

The aim of this work is to demonstrate how the authentic materials can be used in teaching

grammar in the environment of upper primary classes and to verify the motivating character

of their introducing to the language lessons. For this purpose, the author of this work piloted

six lessons based on authentic materials in three different classes in which the author has been

teaching English and evaluated the results by analysing the data generated from the survey

where the pupils are asked to register their reactions to the lessons taught and their attitudes to

English language as such.

29


In the practical part of this work the research procedure which includes the research

question, the description of the classes, the lesson plans, the evaluation of the lessons taught,

the compiling data procedure and their analysis is described.

30


3. PRACTICAL PART

3.1 Research procedure

The primary aim of the research carried out is to verify the effective use of the authentic

materials in teaching grammar approprietly chosen in consideration of the age, the level of

English, the interests of the learners, and last but not least the syllabus of the concrete primary

school and to verify the motivating character of authentic materials in language learning.

The research procedure of this work in agreement with what Nunan (2008) claims about

two themes connected with research of this work is deductive (p. 13) and according to how he

defines the two main types of research (p. 8) primary research based on the statistical study

and its subcategory: a survey study. The survey study investigates the opinions and the

attitudes of the upper primary pupils through the questionnaires designed ad hoc.

3.1.1 The research question. This work verifies the effective and motivating character of

using authentic materials in teaching grammar in the environment of upper primary classes.

In order to investigate that research area, the research question was formulated in the

following way:

Do authentic materials present a more effective and motivating learning aid in learning

English grammar in the upper primary classes?

3.1.2 The research design. The research is divided in two main parts. The first part

includes the description of the classes and their English learning history, the presentation of

the six lessons plans and their piloting at those upper primary classes.

The second part of the research is aimed to compiling, analysing the data gathered from the

survey consisting of the questionnaire designed for this purpose according to the

reccommendations which Dornyei (2003) published.

31


The questionnaire is divided in two sections. The first section investigates the upper-

primary pupils´ opinions about the lessons in which authentic materials were used and the

second part of the questionnaire investigates their attitudes to English language as such.

The questionnaires were distributed to the pupils in the lesson that followed the two

English lessons piloted.

The data generated from the survey were compiled in two tables: Table 1 and Table 2 (p.

38-39). The first table: Table 1 contains the data concerning the pupils´opinions about the

lessons taught and the second table: Table 2 contains the data about their attitudes to English

language.

The data compiled in the Tables 1 and 2 are analysed with descriptive statistic in the four

following tables: Tables 3-6. The method of data analysing used is described by Brown and

Rodgers (2002, p.122-156).

3.1.3 Descriptions of the classes. In this chapture the author of this work presents a brief

group profile of each of three classes where the lessons were piloted. That descriptions

according to Harmer (2007b) help to understand who the pupils are, and what can be expected

of them and give information how the group and how the individuals in it behave (p. 371).

The description of each group is presented by a table. The table contains the information

about the number of pupils, the pupils with special needs, the number of English lessons per

week, the level of the pupils´ English, the title of their course book, the timetable fit and the

general descriptions of the group.

32


Table 1

Description of the sixth grade learning English group

Class 6. B

Number of

pupils

12

Pupils with

special

educational

needs

2 (both with ADHD diagnosis)

Number of

English lessons

per week

3

Level of

English

Beginner-Elementary (A1-A2)

Course book Project 2

Tom Hutchinson

Part of: Project third edition

Timetable fit Tuesday (2nd class)

Thursday (3rd class)

Friday (2nd class)

General

description of

the class

The group consists of 12 pupils which means half of the whole class. The

pace of the work depends on the activity running in the lesson, the pupils

like speaking activities and games, and on the extent of the impulsive

behaviour of one of the two pupils with ADHD which is sometimes

intrusive and very noisy and that is uncomfortable for other pupils in the

group despite the fact the teacher explained them what ADHD means and

how to cope with that phenomenon.

33


Table 2

Description of the seventh grade English learning group

Class 7. A

Number of

pupils

12

Pupils with

special

educational

needs

3 (1 pupil with dysgraphia and 1 pupil with dyslexia, 1 pupil with individualized

education programme )

Number of

English lessons

per week

3

Level of English Elementary (A2)


Tom Hutchinson


Timetable fit Monday (4th class)

Tuesday (4th class)

Thursday (2nd class)

General

description of

the group

The group consists of 12 pupils which means half of the whole class. The pace of

the work is rather slow. It is caused by the time the pupils need to be concentrated

on the work, their age: they started to behave as teenagers with all typical

manifestations for this period. However, they get involved easily in the activities

based on gaming principles.

34


Table 3

Description of the ninth grade English learning group

Class 9.A

Number of

pupils

24

Pupils with

special

educational

needs

5 (2 pupils with dyslexia, 1 pupil with dysgraphia, 1 pupil with both

dyslexia and dysgraphia, 1 autistic pupil)

Number of

English lessons

per week

4

Level of English Pre-Intermediate (B1)


Tom Hutchinson


Timetable fit Monday (1st class)

Wednesday (1st class)

Thursday (1st class)

Friday (4th class)

General

description of

the group

The group is represented by the whole class. The pace of the work is

normal according to the other groups of the pupils at this age. As for

speaking activies the pupils prefer to work in small groups rather than in

pairs, they are slightly shy and lack confidence in their speaking skills,

however, they try to improve their ability to speak English. The autistic

pupil works with his assistant, who helps him to fulfil tasks during the

lessons. The syllabus for that autistic pupil is reduced and adjusted

according to his abilities and skills. He attends three of four English classes

per week. He is used to work with the other pupils in his class, the pupils

work with respect to his pace of work.

35


3.1.4 Lesson plans. This chapter deals with the lessons plans piloted by the author of this

work at the primary school in Šlapanice. The primary school is located in Brno-Country

District.

The individual lesson plans are presented by the tables (see Tables 1- 6). Each lesson plan

is introduced by the date, the class, the number of pupils, the number of the pupils with the

special needs, the aim, the assumptions, the personal aims and the timetable fit of the lesson.

In order to be the lessson plans clearly arranged the author of this work chose this way of

the lesson plans´ presentation.

Firstly, the lesson plans for the sixth grade are presented.

Secondly, the lesson plans for the seventh grade follow.

Thirdly, the lesson plans for the ninth grade close this chapter.

The description of the processing of the individual lessons is dealt in the next chapter.

The forms and the individual items described in the tables of the lesson plans piloted were

based on the recommendations which the methodologist Jeremy Harmer (2007b) discusses.

36


Date: 7th April 2016

Class: 6. B

Number of pupils: 10

Pupils with special needs: 1

Aims: To give pupils practice in using the quantifiers: much, many, a little, a few, based on

MasterChef Junior programme website presentation

Assumptions: Pupils will be able to recognize countable and uncountable nouns

Personal aims: To improve presentation skills and to motivate pupils to watch one episode of

the programme at home

Timetable fit: Thursday, 3rd lesson

37


Table 1

Lesson plan 1:Quantifiers and partitive constructions

Stage Procedure Activity Interaction Aids Aims Time

1 Pupils rehears

the vocabulary

concerning

food and

making food

Revise

vocabulary

T - C

Projector

laptop

PPT food

and verbs

concerning

making food

To revise

vocabulary

concerning food

´5

2 Pupils work in

pairs and

divide nouns:

countable and

uncountable

Divide nouns

in two

groups

S - S notebook To revise and

consolidate the

knowledge of

countable and

uncountable

nouns

´5

3 Pupils work in

groups of three

or four

Pupils choose 5

words that can

be used with

many and 5

words with

much

Pupils rank

the nouns

according to

the criterion

in two

groups

G notebook To revise the

use of the

quantifiers

much, many, a

little, a few

´5

4 Pupils discuss

with the

teacher what

they have

known about

this kind of

competition

from their own

experience

Discussion T – C Projector,

laptop,

Internet

access

To present the

programme

MasterChef

Junior to the

pupils

´5

5 Pupils get

familiarized

with the new

vocabulary

The teacher

presents the

new

vocabulary

on the

whiteboard

T - C Whiteboard To pre-teach a

new vocabulary

´3

6 Pupils work in

groups of three

or four

Group work

based on the

cooperation

of the

G Projector,

laptop,

Internet

access

To practice the

quantifiers and

partitive

constructions

´7

38


The

distribution the

recipes cut into

pieces to the

groups.

Groups put the

singular pieces

of the recipe in

the correct

order.

indiviudal

members

Checking the

ideas od the

individual

groups

Reading the

recipe

instructions

in the correct

order

7 Pupils

individually

complete the

tasks 2 and 3 in

the worksheets

Writing the

answers in

the

worksheets

S, S, S Worksheet To consolidate

the knowledge

of the use of the

constructions

such as much

milk, etc.

To present the

authentic

language in the

grammar

context

´10

8 Prepare the

lemonade to

your family.

Watch one

episode of

MasterChef

Junior at home.

Setting

homework

T - C notebook To revise what

pupils learnt in

the lesson using

multisensorial

approach

´5

39


Date: 8th April

Class: 6. B



Aims: To enable pupils to practice partitive constructions based on the video sequence of the

episode of MasterChef Junior programme

Assumptions: The essential vocabulary concerning food and the use of quantifiers and

partitive constructions will be familiar to pupils

Personal aims: To create supportive and encouraging environment for using authentic video in

the classroom

Timetable fit: Friday, 2nd lesson

40


Table 2

Lesson plan 2: Countable and uncountable nouns


1 The teacher

asks the pupils

whether they

prepared the

lemonade and

watched an

episode of

MasterChef

Junior

programme

The teacher

meantions the

proverb:

"When life

gives you

lemons, make

lemonade"

Discussion

T - C To revise the

vocabulary and the

grammar point:

quantifiers and

partitive

constructions from

the previous lesson

To emphasize the

cultural point using

the proverb

connected with

lemons

´10

2 Pupils

complete the

task 3 in their

worksheets

from the

previous

lesson:

Would you like

to take part in

MasterChef

Junior and

why?

Writing S, S, S notebook To enable pupils to

think about the real

life situation from

the English

speaking world and

motivate them to

find other

possibilities to use

authentic language

outside the

classroom

´5

3 Pupils watch a

three minutes

long sequence

from the

episode of

MasterChef

Junior

Watching

the video

sequence

S, S, S Projector,

laptop,

Internet

access,

Notebooks

To present the

programme

MasterChef Junior

to the pupils

To enable pupils to

watch and listen to

the authentic

language connected

with the grammar

point and the

vocabulary they

have been learning

´5

4 Pupils watch Watching S-S To improve ´10

41


the same three

minutes long

sequence from

the episode of

MasterChef

Junior

Pupils in pairs

answer the

questions and

write the

answers down.

1. Write down

ten ingredients

the contestants

needs to

prepare the

dish.

2. Write down

five dishes the

contestants will

prepare to the

jury.

3. Divide the

ingredients you

have written in

two groups:

coutable and

uncoutable

nouns.

the video

sequence

Writing the

answers to

the

questions

listening and

comprehension

skills

To revise countable

and uncountable

nouns

5 Pupils compair

their ideas with

an another pair

Checking the

answers

Speaking SS-SS

T-SS

Notebooks To ´7

6 Pupils presents

what they have

written at the

beginnig of the

lesson: Would

you like to take

part in

MasterChef

Junior and

why?

Speaking

Discussion

T-C To motivate pupils

to speak about the

real life experience

´5

7 Write down the

recipe of your

favourite dish

Setting

homework

S, S, S notebook To revise:

vocabulary and

quantifiers

´3

42



Class: 7. A



Aims: To give pupils practice in using the Present perfect simple tense based on the authentic

text written by a teenager

Assumptions: The pupils will be able to recognize the form of the present perfect simple tense

Personal aims: To motivate the pupils for visiting the literary website intended for teenagers

Timetable fit: Monday, 4th class

43


Table 3

Lesson plan 1: Present Perfect


1 Pupils work in

pairs and ask

each other how

they have spent

their weekend.

Speaking S-S To revise the

present perfect

tense form

´5

2 Pupils get

informed about

the website with

the content made

by their peers

and discuss

whether they like

the topics are

dealt in this

website

Discussion T-C Projector,

laptop,

Internet

access,

Notebooks

To present the

website

www.teenink.co

m to the pupils

´10

3 The teacher

presents the new

vocabulary

presented in the

text have you

ever wondered?

The

teacher

presents

the new

vocabulary

T-C To pre-teach a

new vocabulary

´5

4 The pupils look

up the forms of

the present

perfect and write

them down

Reading

Writing

S, S, S Notebooks

The copies

of the text

To enable the

pupils to find

the present

perfect forms in

the real text

written by the

native speaker

´5

5 Pupils work in

groups of three

or four

Individual

groups try to

write a short text

about love and

friendship using

the present

perfect forms

which they have

looked up in the

previous activity

Reading

Writing

G Notebooks

The copies

of the text

To practice the

present perfect

form

´10

6 Pupils are Setting S, S, S Notebooks To personalize ´5

44


supposed to visit

the website

www.teenink.co

m and choose

one topic which

is interesting for

them and read

one contribution

and prepare a

short report

about it

Bring the bottle

of water for the

next class

homework the topic

7 The pupils

discuss with their

partners whether

it is worth to

visit the website

Speaking S-S ´5

45


Date: 5th April

Class: 7.A



Aims: To enable pupils practice of making questions using Present Perfect Tense based on

playing the game Never have I ever …introduced by the authentic video sequence

Assumptions: Pupils will be able to make the correct questions and will have done their

homework from the previous lesson

Personal aims: To encourage pupils to find more opportunities to use the authentic language

for learning Enlish outside the classroom

Timetable fit: Tuesday, 3rd class

46


Table 4

Lesson plan 2: Never have I ever


1 Pupils speak about

their opinions about

the website

www.teenink.com

Speaking G Notebooks To encourage

the pupils to

read text

written in the

authentic

language

´5

2 Pupils write the

questions in the

present perfect into

their notebooks

(five questions:

Have you ever ..?)

Speaking

Writing

Controlled

practice

T-C Whiteboard

Notebooks

To revise

making

questions in

the present

perfect

´10

3 Pupils watch the

video sequence

(two times)

Listening

Watching

the video

sequence

S, S, S Projector,

laptop,

Internet

access,

notebooks

To present the

game Never

have I ever

´10

4 Pupils listen to the

explanation of the

rules of the game

Never have I ever

Listening S, S, S To explain the

rules of the

game

presented

´5

5 Pupils play the

game Never have I

ever, the teacher

takes part in the

game as well

Speaking

Listening

T-S

S-S

The bottle

of water

To enable the

pupils to

practice the

present perfect

question form

based on the

real game

presented by

the video

sequence using

the authentic

language

´10

6 Watch the video

sequence with the

game again and try

to write two

questions used

in the video

sequence

Setting

homework

T - C Notebooks To encourage

pupils to meet

the authentic

language

outside the

classroom

´5

47



Class: 9.A



Aims: To introduce grammar practice of the modal verbs in the passive using the song

Assumptions: Pupils will be able to recognize the form of the passive voice and the past

participles of the irregular verbs used in the song.

Personal aims: To support pupils to use songs not only for listening for pleasure but also for

learning English vocabulary and grammar

Timetable fit: Thursday, 1st class

48


Table 5

Lesson 1: The modal verbs in the passive


1 The pupil presents

his PPT presentation

about Liverpool

which i sone of the

pupils´presentations

about English

speaking countries

Speaking

Presentation

S, S, S Projector,

laptop,

Internet

access,

notebooks

To create a

supportive

atmosphere

for the next

stage of the

lesson and to

inform about

the place the

Beatles come

from

´5

2 The teacher presents

the song All you

need is love and

shows a few pictures

of the Beatles

Listening T - C Projector,

laptop,

Internet

access,

notebooks

To prepare

pupils for

working with

the song and

to get

familiarized

the pupils

with the

environment

in which the

song was

created

´5

3 The teacher

distributes the

worksheets with the

missing words

The pupils fill in the

gaps in the

worksheets

Listening

Gap filling

S, S, S Projector,

laptop,

Internet

access,

worksheets

To enable the

pupils to

practice the

modal verbs

in the passive

with the use

of the

authentic

language

´5

4 The pupils in groups

of four compare

their ideas with the

other group

Speaking G Worksheets To practice

to justify

their choice

´10

5 The pupils in groups

of four discuss four

question from the

worksheet Part A

Speaking G Worksheets To practice

the use of the

modal verbs

in the passive

´10

6 The pupils complete

the missing forms of

the modal verbs in

Writing

Reading

S, S, S Worksheets To practice

with the use

of the

´5

49


the passive from the

text: Worksheet Part

B, Task 1

authentic

language

7 The pupils sing

together with the

teacher the song

Singing C Worksheets To

consolidate

the

knowledge of

the modal

verbs in the

passive

´5

50



Class: 9. A



Aims: To enable pupils to practice the passive voice working on the worksheet prepared ad

hoc

Assumptions: Pupils will be able to use the modal verbs in the passive voice

Personal aims: To motivate the pupils for the further listening songs of English origin and to

improve time management skills

Timetable fit: Friday, 4th class

51


Table 6

Lesson plan 2: The passive voice


1 The pupils in

groups of four

speak about

the previous

lesson: they

ask one

another

whether they

liked the song

or the did not

Speaking G To revise the

vocabulary and the

grammar point from

the previous lesson

´5

2 The pupils

complete the

tasks 2 and 3

of the Part B

of the

worksheet

Writing S, S, S Worksheets To consolidate the

knowledge of the

passive voice

´10

3 The pupils in

pairs prepare a

short dialogue

based on the

Part C of the

worksheet

Speaking S - S Worksheet To consolidate the

knowledge of the

passive voice

´10

4 Three pairs

act their

dialogue

Speaking

Role -

playing

S - S To improve the

pupils´ fluency in

speaking

To practice the

passive voice

´10

5 The whole

class sing the

song All you

need is love

Speaking C Projector,

laptop,

Internet

access,

worksheets

To support the

pupils´confidence in

speaking and to

practice the word

stress and the rythm

of English language

´5

6 Write down

five sentences

about how the

world can be

saved

Setting

homework

T - C Notebooks To enable the pupils

to practice the modal

verbs in the passive

´5

52


3.1.5 Piloting lessons. In this chapter piloting of the lesson plans based on the authentic

material will be dealt. Each lesson was designed according to the curriculum, to the

knowledge of the pupils´ characters and interests, and their age. The main effort was directed

to the presentation of the authentic language as an aid for teaching grammar and the

motivation for the further pupils´ interest to meet the authentic language in their everyday life.

For the sixth class the programme “MasterChef Junior” was chosen. The grammar point

was countable and uncountable nouns, quantifiers and partitive constructions (see Appendix

B). The topic was “Food”. The pupils in that class are significantly competitive, therefore, this

kind of the programme was seemed to be the appropriate one.

The first lesson was based on the recipe presented on the website of this programme. The

author of this work expected the following problems: the pupils will be scared of the amount

of the new words, they might be slightly bored by watching only the website with

photographs and the text, the pupils with ADHD diagnosed will disturb other classmates

during the work on the worksheets.

The lesson ran smoothly, the pupils enjoyed the activities and the pupils with ADHD

diagnosed were engaged in the lesson. All of the pupils really wanted to watch one episode of

this programme at home.

The second lesson for the sixth class presented the part of the genuine programme. The

expected problems were: the fear from the authentic language, in this case American English.

However, the pupils lost their worries and immediately started to work on the tasks set. They

were amased by the competition and by the friendly atmosphere during “ the race” of young

American cooks. It should be said that they unconsciously learnt and practice the grammar

point which was the practice of countable and uncountable nouns and the partitive

constructions. At the end of the lesson they wanted to have more lesson such this one.

53


For the seventh class two kinds of authentic materials were chosen: a text written by a

teenager of the English origin (see Appendix E) and a video sequence from the American

sitcom The Big Bang Theory.

Both lesson were designed to practice the present perfect forms based on the use of the

authentic language.

The pupils enjoyed more the second lesson with the game and the presentation of the video

sequence. The expected problems were: the pupils will be bored by the lenght of the text in

the authentic language presented in the lesson, despite the fact the text was not so complicated

and dealt with the topic that might be interesting for them and the pupils would be confused

by watching the video sequence in American English, the might be afraid of the language

speed and the pronunciation of the authentic language. Nevertheless, they appreciated the

game and they had really fun when they watched the video and after that they played the

game. Unfortunately, the pupils were really disappointed by the lenght of the text and they did

not want to speak about love and friendship, they felt embarrassed. However, at the end of the

lesson they were curious about the other stories posted on the website www.teenink.com and

there was an assumption they would read another text about the same topic and they can

practice the present perfect tense reading texts in the autentic language.

For the ninth class the song “All you need is love” (see Appendix D) was chosen. The

grammar point was modal verbs in the passive. The bloc of two lessons was a part of the

presentations which the pupils prepared about English speaking countries. The Beatles and

their era seemed to be a helpful element for the pupils´ knowledge broadening about the target

language culture and the song “All you need is love” seemed to be an appropriate song for the

passive of modal verbs practice (see Appendix C). The expected problems are: the pupils

might be annoyed by the sound of the song, it could sound them too old-fashioned, the

54


autistic pupil could become nervous when he would work in group despite the fact he is used

to cooperate with his mates and his assistant.

Both lessons ran smoothly, the pupils tried to work hard on their tasks. At the beginning of

the lesson one small problem appeared, the pupils could not hear the song properly for the

first time because of the technical problems of the projector, nevertheless, thanks to technical

skills of one of the pupils the problem was fixed and the lesson could proceed. The pupils

liked the song and they sang it with enthusiasm. The role playing (see Appendix C) was the

most enjoyable part of the both lessons. The pupils acted Sir Paul McCartney with pleasure

and defended his song bravely and they were trying to use modal verbs in the passive.

To sum up, the pupils cooperated with one another and with the teacher during piloting all

lessons, they enjoyed listening the authentic language and tried to imitate it. The aims of the

lessons were fulfilled. However, it should be said that the authentic materials were chosen

with the highest awarness of their appropriateness for each class. The author of this work is

convinced that the process of the authentic material selection is the crucial element for the

lesson in which authentic materials are used.

3.2. The survey

The survey of this work focuses on the answer of the research question: Do authentic

materials present a more effective and motivating learning aid in learning English grammar in

the upper primary classes?

The survey was based on the evaluation of the results generated from the data gained from

the questionnaire where the pupils were asked to register their reactions to the lessons taught

and their attitudes to English language as such.

55


The questionnaire (see Appendix A) was divided in two sections. The first section

investigated the upper-primary pupils´ opinions about the lessons in which authentic materials

had been used and the second part of the questionnaire investigated their attitudes to English

language as such.

The questionnaires were distributed to the pupils of the individual classes in the lesson that

followed the two English lessons piloted.

3.2.1 Compiling data. The data gained from the indiviual questionnaires were organized

into two tables: Table 1 displays the data gained from Part A of the questionnaire and Table 2

represents the data gained from Part B of the questionnaire.

The first column of both tables displays the order of the individual pupil, the second column

describes the grade and next eight columns of the Table 1 and ten columns of the Table 2

describe the number of the questions and the numbers below the answer of the individual

pupil.

56


Table 1

Data compiled Part I

Number Class 1 2 3 4 5 6 7 8

1 6 6 5 5 6 5 5 6 6

2 6 6 6 5 5 6 5 3 6

3 6 5 5 6 6 6 5 3 6

4 6 4 4 5 6 6 6 2 6

5 6 2 3 2 4 5 5 5 6

6 6 6 4 5 3 4 5 3 5

7 6 4 2 5 2 6 5 5 3

8 6 4 2 5 4 6 3 6 5

9 6 5 5 4 6 5 6 3 5

10 6 5 5 6 5 6 5 4 6

11 7 4 4 3 5 6 5 4 5

12 7 5 5 4 5 6 6 5 5

13 7 5 2 4 3 4 5 5 4

14 7 3 2 5 5 5 6 5 4

15 7 6 5 4 5 6 5 5 6

16 7 6 3 3 4 6 4 4 4

17 7 2 2 1 1 6 3 6 3

18 7 5 3 1 4 6 6 2 4

19 7 5 4 3 4 6 5 5 3

20 7 5 6 4 6 6 6 3 6

21 7 5 4 3 5 4 6 2 4

22 9 5 5 4 6 6 6 4 5

23 9 6 2 4 6 6 6 6 6

24 9 4 3 3 3 6 6 3 2

25 9 4 4 5 3 5 6 5 5

26 9 5 4 4 6 6 5 2 4

27 9 4 4 4 3 4 3 4 3

28 9 6 5 6 6 6 6 4 6

29 9 5 3 4 5 6 6 2 5

30 9 2 4 3 4 5 4 3 3

31 9 6 5 3 4 4 1 5 3

32 9 5 5 5 5 6 6 2 5

33 9 4 4 4 4 5 4 4 5

34 9 5 4 4 5 3 2 3 4

35 9 6 5 6 6 4 6 2 3

36 9 3 3 3 3 3 3 3 4

37 9 4 5 4 4 3 4 3 3

38 9 5 2 4 4 6 4 2 4

39 9 6 5 5 5 6 5 2 5

40 9 6 1 5 3 6 2 6 4

41 9 6 6 5 5 6 6 4 6

57


Table 2

Data compiled Part 2

Number Class 1 2 3 4 5 6 7 8 9 1 0

1 6 6 6 2 5 2 5 6 5 5 6

2 6 6 6 1 5 6 4 5 5 5 6

3 6 6 6 6 6 1 6 6 6 6 6

4 6 5 6 5 6 5 5 6 6 6 6

5 6 6 6 5 6 4 6 3 5 6 5

6 6 6 6 4 5 5 4 4 5 4 5

7 6 4 6 2 5 3 4 6 3 4 5

8 6 6 5 3 4 1 2 4 2 3 5

9 6 6 6 6 6 1 6 6 6 6 6

10 6 6 6 4 4 2 3 4 5 6 6

11 7 6 5 1 4 2 1 1 1 5 4

12 7 5 1 1 5 3 3 3 5 5 5

13 7 2 6 1 4 1 1 2 1 4 3

14 7 6 6 1 5 2 2 3 2 2 4

15 7 5 6 5 3 5 2 4 2 4 5

16 7 5 6 1 6 1 2 4 4 6 5

17 7 6 4 1 5 2 1 3 1 4 2

18 7 6 6 6 4 6 5 4 2 5 4

19 7 5 5 4 5 1 3 4 4 6 5

20 7 6 6 1 6 4 3 6 6 6 4

21 7 6 6 1 3 1 2 1 1 2 3

22 9 6 6 6 6 6 5 6 6 6 6

23 9 6 6 5 4 5 6 5 5 5 6

24 9 6 6 4 2 3 3 6 3 6 5

25 9 3 5 6 3 1 1 1 1 6 1

26 9 5 5 2 6 2 3 4 6 6 5

27 9 4 6 5 3 2 3 4 4 3 6

28 9 3 2 1 2 1 1 1 1 1 2

29 9 6 6 4 4 1 2 3 4 5 6

30 9 6 5 2 5 3 2 6 4 6 6

31 9 6 5 5 4 2 3 5 2 5 5

32 9 6 6 6 6 6 4 5 6 6 5

33 9 6 6 6 6 4 3 5 5 6 6

34 9 6 6 4 4 4 1 4 5 6 6

35 9 3 6 2 4 6 4 4 2 6 3

36 9 6 4 3 1 2 3 4 5 6 3

37 9 6 3 3 3 1 1 2 3 5 3

38 9 3 3 5 4 1 1 1 2 6 3

39 9 6 6 1 6 6 1 2 5 6 6

40 9 6 4 4 5 4 5 2 2 4 6

41 9 5 6 6 5 1 4 4 2 4 6

58


3.2.2 Data analysis. The data compiled were analysed by the use of descriptive statistics.

The Data of Part A of the questionnaire were analysed in Table 3 and Table 4.

Table 3 displays in the first column the number of the question, the second column labelled

with N describes the number of the pupils which filled in the questionnaire, the column

labelled with M displays the mean and the column labelled with SD displays the standard

deviation. The following columns describe the frequencies of the individual answers.

Table 4 displays the percent frequency of the individual answers gained from the survey.

Part B of the questionnaire was analysed in Table 5 and Table 6.

Table 5 displays in the first column the number of the question, the second column labelled

with N describes the number of the pupils which filled in the questionnaire, the column

labelled with M displays the mean and the column labelled with SD displays the standard

deviation. The following columns describes the frequencies of the individual answers.

Table 6 displays the percent frequency of the individual answers gained from the survey.

The process of analysing the data was carried out according to the methodology described by

Brown and Rodgers (2002).

59


Table 3

Results of Part A of the questionnaire - Frequencies

Category N M SD Frequency

Strongly

disagree

1

Frequency

Disagree

2

Frequency

slightly

disagree

3

Frequency

slightly

agree

4

Frequency

agree

5

Frequency

strongly

agree

6

Items

1 41 4.76 1.14 0 3 2 9 15 12

2 41 3.90 1.28 1 7 6 11 13 3

3 41 4.10 1.19 2 1 8 14 12 4

4 41 4.49 1.23 1 1 7 10 12 10

5 41 5.32 0.97 0 0 3 6 7 25

6 41 4.83 1.30 1 2 4 5 13 16

7 41 3.78 1.33 0 9 10 8 9 5

8 41 4.59 1.49 0 1 8 10 11 11

Table 4

Results of Part A of the questionnaire - Percentages

Items Percent

Frequency

Strongly

disagree

1

Percent

Frequency

Disagree

2

Percent

Frequency

slightly

disagree

3

Percent

Frequency

slightly

agree

4

Percent

Frequency

agree

5

Percent

Frequency

strongly

agree

6

1 0.00 7.31 4.88 21.95 36.59 29.27

2 2.44 17.07 14.63 26.83 31.71 7.32

3 4.88 2.44 19.51 34.15 29.27 9.76

4 2.44 2.44 17.07 24.39 29.27 24.39

5 0.00 0.00 4.88 14.63 17.07 60.98

6 2.44 4.88 9.76 12.20 31.71 39.02

7 0.00 21.95 24.39 19.51 21.95 12.20

8 0.00 2.44 19.51 24.39 26.83 26.83

60


Table 5

Results of Part B of the questionnaire - Frequencies

Items N M SD Frequency

Not at all

1

Frequency

Not so

much

2

Frequency

So-so

3

Frequency

A little

4

Frequency

Quite a

lot

5

Frequency

Very

much

6

1 41 5.34 1.10 0 1 4 2 7 27

2 41 5.32 1.20 1 1 2 3 7 27

3 41 3.44 1.90 11 5 3 7 7 8

4 41 4.51 1.29 1 2 5 11 11 11

5 41 2.90 1.77 13 9 4 5 4 6

6 41 3.07 1.69 9 7 10 6 5 4

7 41 3.88 1.64 5 4 5 13 5 9

8 41 3.66 1.79 6 9 3 5 11 7

9 41 4.98 1.31 1 2 2 7 9 20

10 41 4.76 1.36 1 2 6 4 12 16

Table 6

Results of Part B of the questionnaire - Percentages

Item Percent

Not at all

1

Percent

Not so

much

2

Percent

So-so

3

Percent

A little

4

Percent

Quite a lot

5

Percent

Very much

6

1 0.00 2.44 9.76 4.88 17.07 65.85

2 2.44 2.44 4.88 7.31 17.07 65.85

3 26.83 12.20 7.31 17.07 17.07 19.51

4 2.44 4.88 12.20 26.83 26.83 26.83

5 31.71 21.95 9.76 12.20 9.76 14.63

6 21.95 17.07 24.39 14.63 12.20 9.76

7 12.20 9.76 12.20 31.71 12.20 21.95

8 14.63 21.95 7.31 12.20 26.83 17.07

9 2.44 4.88 4.88 17.07 21.95 48.78

10 2.44 4.88 14.63 9.76 29.27 39.02

61


3.2.3 Results. The aim of this research was to answer the following question: Do authentic

materials present a more effective and motivating learning aid in learning English grammar

in the upper primary classes?

In order to respond that research question the author of this work decided to pilote six

lessons based on the authentic materials and subsequently to ask her pupils to fill in the

questionnaire which explored the pupils´ satisfaction with the lessons piloted from their point

of view and the pupils´ attitude to the English language as such.

The results gained from Part A demonstrate that for 36.59% of the pupils thought the

lesson was interesting, 31.71% of the pupils understood the grammar presented in the lesson,

for 29.27% of the pupils the topic was interesting, for 29.27% of the pupils the lesson was

useful for their life, 60.98% of the pupils understood that they learned English for a real life,

39.02% of the pupils agreed with the statement that the knowledge of grammar helps to

communicate in English, 21.95% of the pupils would need more teacher´s help during the

lesson and 26.83% of the pupils were encouraged for their effort to learn English.

The results gained from Part B display that 65.85% of the pupils like very much the

sitcoms and films made in an English speaking country, 65.85% of the pupils like very much

music of English speaking countries, 17.07% of the pupils communicate quite a lot in English

on the Internet, 26.83% of the pupils like quite a lot meeting people from English speaking

countrie, 14.63% of the pupils read very much English books, magazines or newspapers,

12.20% of the pupils would switch their mobile language settings into English, 21.95% of the

pupils would like very much to have more English classes at school, 26.83% of the pupils

have an opportunity quite a lot to use English outside the classroom, 48.87% of the pupils

would like very much to spend their summer holidays in an English speaking country and

39.02% of the pupils like English very much.

62


The results highlighted above display the fact that the use of authentic materials in the

English lesson classes are motivating factor for teaching a foreign language as such and

support the use of the authentic materials as an useful teaching grammar aid.

63


4. CONCLUSION

The aim of this thesis was to demonstrate how English grammar can be taught by using

authentic materials and to answer the research question:

Do authentic materials present a more effective and motivating learning aid in learning

English grammar in the upper primary classes?

The research carried out by the author of this work verified the use of authentic materials as

a beneficial teaching grammar aid for the upper primary classes.

In the theoretical part of this work the term “grammar” was defined, the necessity of

learning grammar, approaches to teaching grammar and authentic materials were discussed

on the basis of the literature studied by the author of this work. The different approaches to

the theme were compared.

The practical part described the research procedure including the research question, the

research design, descriptions of the classes, lesson plans and piloting the lessons prepared by

the author of this work. The survey was presented in the final chapter of this work by

displaying the data gained from the survey and their analysis and the results of the survey.

As a teacher the author of this work improved her grammar teaching skills by the process

of the selection of an appropriate authentic material with the aim to teach grammar with its

help , the selection of the activities using the authentic material. The experience of teaching

grammar using authentic materials was beneficial for her further professional development.

For the further research the author would like to focus on the use of an American or British

television series and the impact of the more frequent use of the up to date authentic language

combined with the common language teaching on the pupils´ ability to acquire English

language.

64


5. REFERENCES

PRINT SOURCES

Brown, J. D., & Rodgers T. S. (2002). Doing Second Language Research. Oxford: Oxford

University Press.

Dornyei, Z. (2003). Questionnaires in second language research: Construction,

administration, and processing. Mahwah, NJ: Lawrence Erlbaum Associates.

Harmer, J. (2007a) how to teach english.Harlow: Pearson Education Limited.

Harmer, J. (2007 b) The Practice of English Language Teaching. Harlow: Person Education

Limited.

Harmer, J. (1991) Teaching and Learning Grammar. Harlow: Longman House.

Hall, N., & Shepheard J. (1991). THE ANTI.GRAMMAR GRAMMAR BOOK. A Teacher´s

Resource Book of discovery activities for grammar teaching.Harlow: Longman House.

Hedge, T. (2000). Teaching and Learning in the Language Classroom. Oxford: Oxford

University Press.

Littlewood, W. (1994). Communicative language Teaching. Cambridge: Cambridge

University Press.

Murphey, T. (1995). Music and Song. Oxford: Oxford University Press.

Nunan, D. (2008). Research Methods in Language Learning. New York: Cambridge

University Press.

Scrivener, J. (2011). Learning Teaching. The Essential Guide to English Language Teaching.

London: Macmillan Education.

65


Sherman, J. (2003). Using Authentic Video in the Language Classroom.Cambridge:

Cambridge University Press.

Ur, P. (1996). A Course in Language Teaching. Cambridge: Cambridge University Press.

Ur, P. (1994). Grammar Practice Activities. A practical guide for teachers. Cambridge:

Cambridge University Press.

Ur, P. (1991). A Course in Language Teaching. Practice and theory. Cambrige: Cambridge

University Press.

Thornbury, S. (2009). Grammar. Oxford: Oxford University Press.

Thornbury, S. (2004). how to Teach Grammar. Harlow: Pearson Educated Limited.

66


ELECTRONIC SOURCES

All You Need Is Love. (2016, April 01). Retrieved from

https://en.wikipedia.org/wiki/All_You_Need_Is_Love

The Beatles - All You Need Is Love. (2016, April 07). Retrived from

http://www.karaoketexty.cz/texty-pisni/beatles-the/all-you-need-is-love-5144

Berardo, S. A. (2006). THE USE OF AUTHENTIC MATERIALS IN THE TEACHING OF

READING. The reading matrix 2(6). Retrieved from:

http://www.readingmatrix.com/articles/

Breeyz9y81. (2016). Have you ever wondered? (2016, April 04) Retrieved from

http://www.teenink.com/opinion/love_relationships/article/146897/have-you-ever-

wondered/

Check out Thirsty for Lemonade! MasterChef Junior on FOX. (2016, April 07) Retrieved

from http://www.fox.com/masterchef-junior/article/thirsty-for-lemonade

Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning.

Language Teaching, 40, pp 97-118.

Retrieved from: doi:10.1017/S0261444807004144.

H. (2016). The Big Bang Theory - 9x20 - Sheldon, Amy, Penny & Leonard Play Never Have I

Ever. (2016, April 02).

Retrieved from https://www.youtube.com/watch?v=f3JagwMY4gI

Hotdog (2015, February 02). Masterchef Junior Season 3 Episode 1. [Video file]. Retrieved

from: https://www.youtube.com/watch?v=I0XRuxmQnmw

67


Kelly, Ch., Kelly, L., Offner, M., &Vorland, B. (2002). Effective Ways to Use Authentic

Materials with ESL/ELF Students. The Internet TESL Journal, Vol. VIII, No. 11.

Retrieved from: http://iteslj.org/Techniques/Kelly-Authentic.html

MasterChef Junior (2016, March 31).

Retrieved from: https://en.wikipedia.org/wiki/MasterChef_Junior

MegaSlammaJamma (2009, December, 15). Love Is All You Need – Beatles. [Video file].

Retrieved from: https://www.youtube.com/watch?v=dsxtImDVMig

68


5. APPENDICES

Appendix A

English Learner Questionnaire

This survey is conducted to better understand the attitudes of the pupils of the upper primary

classes to the authentic English language. This questionnaire consists of two sections. Please

read each instruction and write your answers. This is not a test and you do not have to write

your name on it. This result of this survey will be used only for research purpose so please

give your answers sincerely. Thank you very much for your help!

Part I

In this part, I would like you to tell how much you agree or disagree with the following

statements by simply circling a number from 1 to 6. Please do not leave out any of items.

Strongly

disagree

Disagree Slightly

disagree

Slightly

agree

Agree Strongly

agree

1 2 3 4 5 6

1 The English lesson based on the authentic material has been

interesting.

1 2 3 4 5 6

2 I have understood the grammar presented in the lesson. 1 2 3 4 5 6

3 The topic of the lesson was attractive. 1 2 3 4 5 6

4 It has been a useful lesson for my English learning. 1 2 3 4 5 6

5 I have understood that I learn English for a real life. 1 2 3 4 5 6

6 The knowledge of English grammar helps to communicate

in English.

1 2 3 4 5 6

7 I would need more teacher´s help during the lesson. 1 2 3 4 5 6

69


8 The lesson has encouraged me in my effort to learn English. 1 2 3 4 5 6

Part II

These are new questions but please answer them the same way as you did before.

Not at all Not so much So-so A little Quite a lot Very much

1 2 3 4 5 6

1 Do you like the sitcomes and the films made in an English

speaking country?

1 2 3 4 5 6

2 Do you like the music of English speaking countries? 1 2 3 4 5 6

3 Do you like to chat in English on the Internet or to

communicate with your mates playing PC games online?

1 2 3 4 5 6

4 Do you like meeting people from English speaking

countries?

1 2 3 4 5 6

5 Do you read English books, magazines or newspapers? 1 2 3 4 5 6

6 Would you change your mobile language settings into

English?

1 2 3 4 5 6

7 Would you like to have more English classes at school? 1 2 3 4 5 6

8 Do you have any opportunity to use English outside the

classroom?

1 2 3 4 5 6

9 Would you like to spend your summer holidays in an

English speaking country?

1 2 3 4 5 6

10 Do you like English language? 1 2 3 4 5 6

70


Appendix B

Worksheet for the 6th class

Lemonade

1. Put the instructions in the correct order.

C. Sure, it might be winter, but lemons are actually a winter fruit – and if life gives you

lemons, you know what they say… -

B. You’ll probably need quite a few lemons – six to eight lemons make about a cup of juice.

D. For every one cup of lemon juice, you’ll have to add a few cups of water…how much

depends on how sweet (or sour) you like your lemonade! Make sure to add sugar, too – and

adjust the amount for any sugary add-ins like strawberry puree. -

A. There are lots of ways to make MasterChef-Junior-worthy lemonade combos! Which

combo will you try?

2. Complete the recipe of the lemonade with the ingredients and write down the

istructions.

Ingredients:

Instructions:

3. Complete with the names of food:

a little…………………………………………………….

a few…………………………………………………………

much…………………………………………………………

71


many…………………………………………………………

a cup of……………………………………………………..

a bowl of…………………………………………………….

a packet of……………………………………………………..

3. Would you like to take part in MasterChef Junior and why?

72


Appendix C

Worksheet for the 9th class

Part A

Group talk

Discuss the following questions.

1. Who wrote the song All you need is love?

2. What does the world need according to this song?

3. Do you like/dislike this song? Why?

4. Is it true that the world needs Love?

73


Part B

1. Write down the passive voice forms you have found in the lyrics and complete the

chart:

Subject Modal verb To be form Past

Participle

2. Transform.

People need love. Love is needed.

People can say that. That can be said.

● People can do it. It………………………………………

● People can sing the song. The song……………………

● People can´t save that. That……………………………

● Love can save the world. The world…………………..

74


3. Put the words in the correct order.

● be/nowhere/be/to/you/you/meant/can/that/´re/where/isn´t

● nothing/shown/see/you/isn´t/can/that

● known/know/can/you/nothing/isn´t/that

Part C

You would meet Paul McCartney in Prag this June what would you tell him about the

song All you need is love?

A:Hi, I´m ……and I think your song is stupid the world can´be saved by love it must be

saved by…………..

B. You are Paul McCartney and you defend your song.

Hey, I´m Paul Mc Cartney and I ´m definitely convinced that the world can be saved by love

because…….

75


Appendix D

All you need is love

Lyrics

Love, love, love

Love, love, love

Love, love, love

There’s nothing you can do that can’t be done

Nothing you can sing that can’t be sung

Nothing you can say but you can learn how to play the game

It’s easy

Nothing you can make that can’t be made

No one you can save that can’t be saved

Nothing you can do but you can learn how to be you in time

It’s easy



All you need is love, love

Love is all you need

Love, love, love

Love, love, love

Love, love, love



76




Nothing you can know that isn’t known

Nothing you can see that isn’t shown

Nowhere you can be that isn’t where you’re meant to be

It’s easy





All you need is love (All together, now!)

All you need is love (Everybody!)



Love is all you need (Love is all you need)











Yee-hai! (Love is all you need)

77



Yesterday (Love is all you need)




Oh yeah! (Love is all you need)

She loves you, yeah yeah yeah (Love is all you need)

She loves you, yeah yeah yeah (Love is all you need)

78


Appendix E

Have you ever wondered?

have you ever wondered?

By Breezy981, anderson, SC

Have you ever wondered which hurts the most?

Saying something and wishing you hadn't? or saying nothing and wishing you had? I guess

the most important things are the hardest things to say. Don't be afraid to tell someone you

love them. If you do, they might break your heart...if you don't, you might break theirs. Have

you ever decided not to become a couple because you were so afraid of losing what you

already had with that person? Your heart decides whom it likes and whom it doesn't. You

can't tell your heart what to do.

It does it on its own....when you least suspect it, or even when you don't want it to. Have you

ever wanted to love someone with everything you had, but that other person was too afraid to

let you?

Too many of us stay walled up because we are too afraid to care too much...for fear that the

other person does not care as much, or even at all. Have you ever denied your feelings for

someone because your fear of rejection was too hard to handle? We tell lies when we are

afraid... afraid of what we don't know, afraid of what others will think, afraid of what will be

found out about us. But every time we tell a lie, the thing we fear grows stronger. Life is all

about risks and it requires you to jump. Don't be a person who has to look back and wonder

what they would have done, or could have had. What would you do if every time you fell in

love you had to say good-bye? What would you do if every time you wanted someone they

would never be there? *What would you do if your best friend died tomorrow and you never

got to tell them how you felt? (even if it is that you don't care anymore) What would you do if

you loved someone more than ever and you couldn't have them? What would you do if you

never got the chance to say I am friends with all of my family and they know I love them?

People live, but people die.

And I want to tell you that you are a friend. If you died tomorrow , you would be in my

heart!!! Would I be in yours?

You might be best friends one year, pretty good friends the next year, don't talk that often the

next, and don't want to talk at all the year after that. So, I just wanted to say, even if I never

talk to you again in my life, you are special to me and you have made a difference in my life,

I look up to you, respect you, and truly cherish you. Let old friends know you haven't

forgotten them, and tell new friends you never will. Remember, everyone needs a friend,

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someday you might feel like you have NO FRIENDS at all, just remember this and take

comfort in knowing somebody out there cares about you and .. always will..

Teaching Grammar Using Authentic Materials - IS MUNI

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