Es una tesis analítico-descriptiva, con finalidad diagnóstica, en la que se describe el enfoque didáctico que debe aplicarse en la enseñanza de la lengua inglesa, según las directrices curriculares: el enfoque comunicativo. Se describe la metodología empleada para la investigación: observación en el aula. Por otro lado, se describe y analiza un corpus de actividades recopilado a partir de la observación de clases de inglés, presentando los datos en tablas en aras de mayor objetividad y para facilitar su sistematización, y también en formato descriptivo. Finalmente, tras la descripción y el análisis de los datos, se presentan las conclusiones, en las cuales se comprueba que la metodología empleada no es la comunicativa. Además, se ponen de manifiesto aspectos de la realidad del aula que contribuyen a explicar por qué no se aplica esa metodología y por qué el aprendizaje de la lengua extranjera no es tan fructífero como cabría esperar. / This is an analytico-descriptive thesis, written for diagnosis purposes, which investigates the relationship between the curricular guidelines for the teaching of English at the secondary level in the Spanish education system (communicative approach) and the actual application of those guidelines in real language classrooms. The methodology used for the the investigation is the so-called classroom observation. Also, a corpus of 1º Bachillerato English language lessons is described and analyzed, in two main formats: in tables (for the sake of objectivity and to facilitate data systematization) and in written analysis (descriptions). Next, conclusions are drawn where it clearly shows that the methodology employed in those lessons is not communicative. Finally, aspects of the day-to-day in language classrooms come out that contribute to explain why the communicative methodology is not used in the lessons observed and why foreign language learning in our country is not as fruitful as it would be desirable.

The diploma thesis deals with the analysis and detailed description of the basic holidays of the civil year. The theoretical part of the thesis contains the study of the most popular folk traditions, religious rituals and beliefs of the Slavs, the way how Christian church (Catholic and Orthodox) influenced on the origin of fundamental traditions and rituals. There is also a description of the way the major Slavonic holidays are held. Czech and Russian traditions are compared in order to find some basic similarities and differences between them and to analyze the development of the traditions in historical context. Such issues as language pedagogy, intercultural language competence and how to use traditions at Russian lessons at primary and secondary schools are also emphasized in the work. The practical part of the thesis deals with the analysis of some books used for teaching Russian language at Czech schools in order to find out how customs, folk traditions and holidays are described and presented. It also contains the research of the contemporary situation at Czech schools in the form of the testing of the teachers of Russian language and the students of elementary and secondary schools. The aim of the research is to find out which methods the teachers are dealing with for the successful...