The subject of this Diploma thesis is the creating worksheets and concepts of reading diaries for 9th grade pupils of elementary school. Worksheets and concepts are identically oriented to the theme of World War II in current Czech literature. They are concretely based on books called Jozova Hanule, Peníze od Hitlera a Zvuk slunečních hodin. Created preparations for teaching aim to needs of teachers, who miss texts from current Czech literature in contemporary reading-books for primary schools.

The topic of this thesis is the completion of compulsory education at elementary school. The goal of the theoretical part of this thesis is detailed description of specifics which relate to 9th grade. It can be useful to teachers who are, at the moment, teaching this grade and could help them to realize all the factors that influence their work. They might also find some new options how to improve their work. The practical part of this thesis is focused on a case study of project that is realised at Elementary School Josefa Kajetána Tyla, Písek. It is the 9th grade student's prom. The main focus is on what are the students learning, whether and how it influences their teaching and what does organizing this kind of event entitles.

This essay is about vocabulary learning strategies in German as a foreign language among students in two primary schools and one upper secondary school in the south of Sweden. The students in the primary schools were in the 9 th grade (15-year-olds) and the other ones in a more advanced language course (17-year-olds). Based on a digital questionnaire (Google Forms) the students were asked to answer questions about how they learn new words in German. Important aspects in this context were for example speaking, reading, writing and listening to new words. Some strategies werde I translate the words into Swedish, I compare German, Swedish and English words with the same meaning, I read the words out loud, I read the words quietly, I write my own sentences with the words. The students were also asked to give suggestions about the best way to learn new vocabulary. Answers were then categorized and analyzed. The results show that most of the students in the 9th grade sometimes used strategies like Translating the words, Reading and writing the words several times. The majority of the students in upper secondary school always used these strategies. Most of the students in the 9th grade never used the strategy Writing my own sentences. The majority in all three schools never used the strategy Sorting the words by word class. There were also differences between boys and girls concerning the choice of strategies.

There have been many different studies done around the subject of Extramural English, where researchers Sundqvist and Sylvén (2012) have drawn the conclusion that there is a correlation between video games and learners of English improving upon their English vocabulary. This study focuses time spent on whether or not playing video games for an extended amount of time will help with a student’s English vocabulary. This was done by having the students answer a demographic questionnaire in which they answer whether or not they regularly play video games, and answers approximately how many hours a week they do play. The study is looking for a correlation between improved vocabulary scores and longer periods of time spent playing video games every week. The study also looks into specific vocabulary that is commonly found in video games and compares different groups which have spent different amounts of time each week playing video games. Do video games help a learner’s English vocabulary and if so, does an increased amount of time spent on playing video games correlate to a higher score on the vocabulary tests, and do students who plays video games have an easier time with some of the specific vocabulary? The study found that there is indeed a correlation and that if a student spends time playing video games their English vocabulary proficiency will most likely increase as well. A student who spends more than ten hours a week on playing video games had higher average scores than those who played less than ten hours a week. Incidentally the students who did not play video games at all had the lowest average scores in the vocabulary tests. Lastly students who spent time playing video games had an easier time answering the questions relating to words that are commonly used in video games. / Många olika studier har utförts kring lärandet av engelska utanför klassrummet. Forskare har bland annat undersökt möjliga samband mellan Extramural engelska och ett förbättrat engelskt ordförråd. Sundqvist och Sylvén (2012) visar t.ex. ett samband mellan ord inlärning och dataspel. Om det finns ett direkt samband mellan tid tillbringad framför dataspel och utökat ordförråd är vad som utgör fokusen för denna undersökning. I denna korrelationsstudie utdelades ett demografiskt frågeformulär till 60 elever i årskurs nio. Eleverna frågades om hur regelbundet de spelade dataspel och hur många timmar de spelade varje vecka. Eleverna svarade även på ett vokabulärprov där de fick lösa problem angående engelsk vokabulär. De elever som spenderade tio timmar eller mer per vecka med dataspel hade högsta medelvärde på vokabulärproven. De elever som spelade mindre än tio timmar per vecka hade lägre. Samtidigt hade de elever som inte spenderade någon tid alls på dataspel den lägsta medelvärdes poäng utav grupperna. Studien visar en koppling mellan tid spenderat framför dataspel och ett utökat engelskt ordförråd. Ytterligare undersöks möjliga samband mellan tid spenderat på dataspel och inlärning av engelska ord som ofta används i dataspel. I vokabulär provet som eleverna fick fanns det sex ord som eleverna behövde lösa. Dessa ord är vanliga att hitta inom dataspel. Resultatet visar att de elever som spelade dataspel presterade bättre med de dataspels specifika vokabulärproblemen. De elever som inte spelade alls presterade sämst av grupperna, medan elever som spelade lite dataspel varje vecka presterade sämre än de som spelade mycket dataspel varje vecka.

This dissertation thesis focuses on the topic of the development of syntax of written Czech at the pupils of lower secondary education on the material of written compositions of story-telling. The thesis characterises the form of current syntax of written Czech and its development depending on the age of pupils. The analysis is bases on two collections of texts - the texts in the first collection were produced by 6th to 9th primary school grade pupils based in a town near Prague, the second collection was produced by 6th to 9th primary school grade pupils in Prague. These data were then supplemented with corpus material. In total, there were 302 compositions analysed. Moreover, to depict the reality in its complexity, also curricular and educational materials were being analysed as well as lesson observations and structured interviews conducted with teachers. The comparison between the particular constituents of written syntax enables the conclusions to be drawn being based on the analysed material giving evidence on the current state and development of written syntax with pupils of 6th to 9th grade of primary school, as well as possible disparities of development of particular syntax constituents to be identified and some recommendations for teaching methodology to be conveyed.