The aim of the diploma thesis was to create the the unit plan, which is mainly intended for students in 7th grades of Czech primary schools. Prior to creating the unit plan, the presentation of the topic was analysed in coursebooks normally used at primary schools. The unit plan also contains worksheets and excursion suggestions. The electronic version of the thesis is supplemented with an original footage of fishing out of a pond. Some parts of the unit plan were tested in practice. The thesis was written as a part of GAJU 065/2010/S project.

An aim of this diploma thesis is to create interactive descriptive geometry coursebook. As a basis for coursebook creation was used "Present State of Descriptive Geometry Education on High Schools Survey" which was proceeded via questionnaire. Before the creation of coursebook itself were made analyses of accessible textbooks, geometric softwares in use and possible environments for coursebook content presentation. A result is integrated part of subject matter taught on high schools complemented by solved examples and interactive applets created in software GeoGebra. The coursebook content is presented in a form of HTML sites on a public website http://www.sadsam.cz/dg/ and also as an off- line version on DVD disc enclosed.

This master thesis deals with interconnection of language teaching and drama. It presents a set of supplementary drama activities to the textbook Maturita Solutions-Intermediate. The concern is the use of drama activities in second language teaching at secondary school; for this purpose the set of drama activities and role-plays was carried out in several classes at two secondary schools in Prague. The theoretical part presents the methods, which emphasize the importance of communicative abilities, and provides a background to the idea that drama is one of the ways of teaching a second language. The practical part introduces the created activities and their pilotage at schools and the work is concluded with a feedback from the students and the teachers who participated. The author of the thesis encloses all the supplementary activities, which can be found in the appendix. Key words: communication, drama in education, techniques, coursebook, role-play

ABSTRACT AN EVALUATION OF TIME FOR ENGLISH 4, THE 4TH GRADE ENGLISH COURSEBOOK FOR PUBLIC SCHOOLS &Ouml / zdemir, Fatma Esra M.A., Department of English Language Teaching Supervisor : Prof. Dr. H&uuml / sn&uuml / Enginarlar September 2007, 119 pages The purpose of this study was to find out the how the fourth grade students in public schools and the fourth grade English teachers evaluated the English coursebook Time for English 4 in terms of purpose, approach, visual design, presentation of vocabulary and language, practice activities and exercises, supporting sources, and supporting materials. To fulfill this aim, a teacher questionnaire, a student questionnaire and a teacher interview was prepared by the researcher. The questionnaires were administered face to face to 102 randomly selected fourth grade students in Beypazari and 15 English teachers in the districts of Altindag, Beypazari, Ke&ccedil / i&ouml / ren, and Mamak. Six of the English teachers were also interviewed in order to obtain qualitative data. The interviews were recorded on a tape recorder and then transcribed. Quantitative data was analyzed by calculating the frequency counts, percentages, arithmetic means, and the standard deviations of the responses given to the questionnaires. Qualitative data obtained from the interviews was analyzed by using content analysis. According to the results of the study, both the teachers and the students were content with the coursebook. The level of satisfaction was higher among the students. Students identified two problems about the instructions and the songs in the coursebook. Teachers identified four more problems about the teacher&rsquo / s book, the number of vocabulary items, the number of units, and the presentation of the language items. Necessary suggestions were made for the solution of the problems to the relevant parties.

The purpose of the present study was to investigate the cultural load of the reading texts of the Spot On 8 ELT textbook published in Turkey, and to find out the teachers&rsquo / and students&rsquo / perceptions concerning the presence of native, target and other world cultures (C1, C2 and C3 respectively) in ELT textbooks. In order to fulfill these aims, a checklist, a teacher questionnaire, a student questionnaire, a teacher interview were developed by the researcher. Moreover, the impressionistic overview and the item frequency procedure were applied for the analysis of cultural content of the textbook. Quantitative data were analyzed by calculating the frequencies, percentages, and the Chronbach alpha. Qualitative data were analyzed by applying the coding system for the categorization of collected responses and content analysis. The results showed that the cultural load of the textbook was insufficient and that the percentage of cultural elements in the reading passages is significantly low. The teachers&rsquo / satisfaction with the textbook appeared to be relatively low and students showed neither high level of satisfaction with their textbook nor dissatisfaction with it. Overall, there is a serious mismatch between teachers&rsquo / and students&rsquo / perceptions of culture and the real cultural load of the textbook. The target culture prevails in the reading texts although teachers considered native and other world cultures to be important as well, and students showed equally low interest in target and other world cultures giving the preference dominantly to their native culture.

Made available in DSpace on 2015-05-14T12:43:25Z (GMT). No. of bitstreams: 1 parte1.pdf: 1313582 bytes, checksum: 7db4b861f9f9efa8a9e9d6296921f6e5 (MD5) Previous issue date: 2010-01-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This work consists of an investigation on images belonging to the German coursebook Themen aktuell 1 and the English New English File Elementary from the perspective of the Visual Grammar by the theoreticians Günther Kress e Theo van Leeuwen (2006). Based on Michael Halliday s Systemic Functional Linguistics (1994), the Visual Grammar aims at systematising the image-reading process from a theoretical as well as practical point of view. Through its applicable feature, this work aims at increasing visibility of particular sociocultural elements produced by the authors of foreign language coursebooks. In order to achieve this goal, it will take into consideration the constitutive elements of images as well as the property of images in construing meanings. / Este trabalho consiste em uma leitura contrastiva de imagens pertencentes ao livro didático de alemão Themen aktuell 1 e ao de inglês New English File Elementary, sob a perspectiva da Gramática Visual dos teóricos Günther Kress e Theo van Leeuwen (2006). Baseada na Gramática Sistêmico-Funcional (Halliday, 1994), a Gramática Visual busca sistematizar o processo de leitura de imagens de um ponto de vista teórico-prático. A partir de sua aplicabilidade, é objetivo deste trabalho trazer à visibilidade elementos socioculturais próprios das culturas produzidas pelos autores de livros didáticos de línguas estrangeiras através dos elementos constitutivos da imagem bem como da imagem enquanto elemento na construção de sentidos.

Submitted by Leonardo Arctico Santana null (leoarctico@msn.com) on 2016-07-27T16:39:58Z No. of bitstreams: 1 Dissertação completa Leonardo Arctico pdf.pdf: 4632240 bytes, checksum: dea424e7a0e7eb902c69f6d1a4ec6818 (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-07-29T14:54:43Z (GMT) No. of bitstreams: 1 arctico_ls_me_arafcl.pdf: 4632240 bytes, checksum: dea424e7a0e7eb902c69f6d1a4ec6818 (MD5) / Made available in DSpace on 2016-07-29T14:54:43Z (GMT). No. of bitstreams: 1 arctico_ls_me_arafcl.pdf: 4632240 bytes, checksum: dea424e7a0e7eb902c69f6d1a4ec6818 (MD5) Previous issue date: 2016-05-31 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Com as políticas linguísticas favorecendo o ensino e aprendizagem da língua portuguesa no cenário mundial, observa-se um intenso desenvolvimento na área de estudos sobre Português como Língua Estrangeira (PLE). No entanto, alguns aspectos nessa área demandam avanços, como, por exemplo, a elaboração de livros didáticos (LD) com enfoques metodológicos mais atualizados e sensíveis às variedades linguísticas. Assim, propõe-se, neste trabalho, analisar como a variação dos pronomes tu/você e nós/a gente é mostrada por três livros didáticos de PLE de diferentes abordagens de ensino. Para isso, foi apresentado, primeiramente, um mapeamento sociolinguístico, construído a partir de diversos trabalhos já publicados sobre o assunto, a fim de identificar como aparece aquela variação na fala brasileira. Em seguida, tais dados foram contrapostos aos encontrados nos LDs: Muito Prazer, Brasil Intercultural e Ponto de Encontro. Considerando o mapeamento, observou-se que o uso da forma inovadora você tende a se sobrepor ao uso da forma conservadora tu, visto que a realidade linguística do PB pressupõe uma variação pronominal nesse aspecto. Em relação a nós e a gente, o retrato sociolinguístico brasileiro não prevê estratificação regional, estando as duas formas em variação no PB. Quanto aos LDs, pode-se verificar que o primeiro livro não apresenta critérios metodológicos para a abordagem desses pronomes, apresentando-os de modo contraditório, ora em sua estrutura, ora de acordo com a variação. O segundo mostra um comprometimento maior com o que é descrito em suas apresentações, ou seja, ensinar PLE , de forma mais comunicativa, considerando que além de propor exercícios que mostrem as ambiguidades do pronome a gente, também propõe atividades que contemplam esta variação. Por sua vez, o terceiro livro evidencia que, embora existam algumas variedades (brasileira e portuguesa), isso somente não contribui para um referencial linguístico adequado e variado. De modo geral, observou-se que dois desses livros alternam entre a gramática normativa e a língua em uso propriamente dita, o que resulta em formas de abordagem não uniformizadas desses pronomes, e por vezes incoerentes com a proposta metodológica dos livros didáticos analisados. / With language policies favoring the teaching and learning of the Portuguese language in the international arena, there is an intense development in the field of study of Portuguese as a Foreign Language (PLE). However, some aspects of this issue demand advances, for example, the preparation of textbooks (from now on LD) with more updated and sensitive to linguistic varieties methodological approaches. Thus, it is proposed in this research, to analyze how the pronominal variation tu / você and nós/ a gente is shown in three PLE textbooks of different teaching approaches. For this, it first proposed a sociolinguistic map, constructed from several studies published on the subject in order to identify how this variation is presented in the Brazilian speech. And then, these data are compared to those found in the LDs: Muito Prazer (MP); Brasil Intercultural (BI) and Ponto de Encontro (PE). Considering the mapping, we observed that the use of the innovative way você tend to overlap the use of conservatively tu, once that the Brazilian Portuguese reality presupposes a pronominal variation in this respect. In relation to nós and a gente, the Brazilian sociolinguistic picture does not provide regional stratification, with the two forms of variation in BP. As for LDs, we verified that the first book does not present methodological criteria for addressing these pronouns, presenting them in a contradictory way, e.g. grammar or language in use. The second shows a greater commitment to what is described in their presentations, that is, to teach PLE communicatively, considering the addition to proposing exercises that show the ambiguities pronoun a gente, it also provides activities that feature this variation. Finally, in the third book, we saw that although this shows some varieties (Brazilian Portuguese), it seems that just this does not contribute to an appropriate and varied linguistic references. In general way, we observed that two of these books alternate between the normative grammar and the language on its own use what results in conflicts about the form of to approach these pronouns, and sometimes inconsistent with the methodological proposal of the course books analyzed.

The overall aim of this study is to analyse the cultural representation in fictional texts in three English as a Foreign Language (EFL) coursebooks written for the English 5 course in Swedish upper secondary school. The three coursebooks are Blueprint A 3.0, Pick & Mix 1, and Solid Gold 1. The study was conducted in order to compare and discuss the portrayal and representation of cultures of the English-speaking world. The method used consists of a combination of the two-stage model constructed by McDonough et al. (2013) and a qualitative content analysis. The three coursebooks were analysed through the theoretical framework of postcolonial theory. The results show that American culture is represented to a higher extent than any other culture in the included fictional works. Because of the discrepancy in representation, American culture was portrayed through various societal issues, living conditions, and cultural features. However, many other cultures of the English-speaking world were barely represented at all. Furthermore, the results show that cultures such as Indian or Irish are not included in all the coursebooks. The lack of fictional texts representing cultures of Africa included in the coursebooks further shows the discrepancy and specific focus on certain parts of the English-speaking world. Solid Gold 1 was the only one of the three coursebooks which included fictional texts discussing all cultures highlighted. Although there is a notable difference in the representation of cultures, and the number of times certain cultures are mentioned, the analysis shows that the coursebooks create many opportunities, through fictional texts, for students to learn about societal issues, cultural features, and living conditions in parts of the world where English is used, meeting the requirements of the Swedish curriculum.

The aim of the study is to examine how songs are included in Swedish EFL coursebooks aimed at the courses English 5 and English 6, what functions they serve and what this communicates about the pedagogical value of songs for EFL teaching and learning. This study also aims to examine what differences there are in the inclusion and usage of songs targeting the different courses. The material was gathered through a content analysis of six coursebooks, three aimed at English 5 (Viewpoints 1, Solid Gold 1, and Blueprint A Version 3.0) and three intended for use in English 6 (Viewpoints 2, Solid Gold 2, and Blueprint B Version 2.0). The books were analysed by applying the concepts of explicit and implicit communications of pedagogical value through the lens of Krippendorff’s approach to textual analysis (Krippendorff, 2019, p. 29). The results show that most differences in the inclusion and usage of songs in the coursebooks targeting the different courses relate to how songs are included, but also that there are significant differences in how the songs are used. Furthermore, the results also show that the inclusion and usage of songs in the examined coursebooks convey conflicting messages about their pedagogical value. The usage of songs shows that there is a reliance on the intrinsic pedagogical value of songs for EFL teaching and learning. Nonetheless, songs are used sparingly in relation to other text types in the coursebooks.

Esta tese de doutorado tem como objetivo analisar como a produção literária contemporânea é estudada no livro didático utilizado no Ensino Médio em dois países latino-americanos: Brasil e Argentina. Esta pesquisa tem caráter bibliográfico e documental, tendo em vista que realizamos o trabalho mediante o estudo de modelos de ensino de literatura em livros didáticos e em documentos oficiais que orientam e direcionam a escolha de conteúdos para as séries básicas e intermediárias, como o Guia Nacional do Livro Didático, diretrizes e parâmetros curriculares, programas nacionais de ensino, incluindo partes da legislação pertinente em cada país. Realizamos uma análise procurando verificar como se propõe o ensino de literatura contemporânea em livros didáticos de nível médio nos dois países, buscando compreender e refletir sobre os processos de ensino, observando qual o tratamento indicado para o estudo de literatura, qual o destaque para os textos contemporâneos, quais as propostas de análise e interpretação de textos apresentadas, que autores são estudados. Nesses dois países, o ensino de literatura orienta-se por linhas teóricas e metodológicas diferentes no que diz respeito ao recorte de autores a serem estudados e ao processo de seleção e organização do conteúdo. No Brasil, seguimos uma linha historiográfica de exposição do conteúdo através da periodização da literatura e, na Argentina, a proposta de organização do curso se dá em torno dos gêneros literários aliados à apresentação de temáticas que permitem a apreensão da identidade nacional. Os escritores em destaque, nos dois países, iniciaram sua produção em meados do século XX, mas estão sendo reavaliados de acordo com a recepção de suas obras. Essa reavaliação é feita em diferentes âmbitos: pelos escritores atuais; pelos leitores e pela crítica especializada. A produção literária mais recente acaba por atualizar as obras desses escritores, fazendo delas a origem de tendências presentes no século XXI. Esse diálogo com as obras desses escritores os coloca no centro dos debates sobre o contemporâneo. Tendo em vista o fato de que trabalhamos com o que está presente no livro didático, nossas reflexões reuniram contribuições críticas de diferentes linhas teóricas. Foram utilizados os conceitos de sistema literário, cunhado por Antonio Candido, e de transculturação, defendido por Angel Rama, como um instrumento teórico para melhor compreensão das produções literárias da América Latina; bem como os estudos de Bakhtin sobre gêneros e os princípios da estética da recepção de Jauss, entre outros. / The present thesis aims at analyzing how contemporary literary production is approached in high school coursebooks in two Latin American countries: Brazil and Argentina. The research has a bibliographical and documental focus, since the standards of teaching literature, official documents such as the Guia Nacional do Livro Didático, curriculum and content standards and national teaching programs were taken into thoughtful consideration, including the existing legislation in each country. The investigation shed light on the teaching of contemporary literature based on high school coursebooks, in the sense of reflecting upon teaching processes, text interpretation and authors under study. The two aforementioned countries follow diverse theoretical and methodological approaches. In Brazil, a historiographical framework is set through literary periodization; in Argentina, literary genres and national identity-oriented themes serve as course basis. In both countries, the authors put into perspective are being revisited in terms of literary reception, intensely developed in the 21st century. Such a dialogue covers a broad spectrum of substantial criticism. Key concepts were explored in the research, mainly those discussed by Antonio Candido (the literary system) and Angel Rama (transculturation) so as to better interpret Latin American literary works. Bakhtin (theory of genre) and Jauss (reception theory) also support the investigation.