Teenagers: Reading and Fantasy Books

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Masaryk University in Brno
Faculty of Education
Department of English Language and Literature

TIPS FOR USING FANTASY BOOKS WITH TEENAGERS

Diploma Thesis

Brno 2009

Supervisor:

Written by:

PhDr. Alena Kašpárková

Kateřina Vařechová

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Acknowledgements:

I would like to give special thanks to my supervisor, PhDr. Alena Kašpárková, for her kind help and advice. She willingly commented on my thesis.

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Declaration:

I declare that I worked on the thesis on my own and that I consulted and used only the sources listed in the bibliography.

I agree that my thesis will be kept at the library of the Faculty of Education of Masaryk University in Brno and be available for the purposes of study only.

April 15, 2009

Signature:…………………………

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CONTENTS
THEORETICAL PART
INTRODUCTION TO THEORETICAL PART……………………………………6 1. WHO ARE TEENAGERS?…………………………………………………..7 2. IMPORTANCE OF MOTIVATION…………………………………………8 3. CHILDREN´S AND JUVENILE LITERATURE AND FANTASY BOOKS IN
ENGLISH LANGUAGE TEACHING………………………………………11 What is children´s literature?………………………………………….11 What does fantasy mean?……………………………………………...12 Why to use children´s literature and fantasy books?………………….12 4. SELECTING AND EVALUATING SUITABLE LITERATURE…………..15 My criteria for choosing the text……………………………………….16 Selecting fantasy books………………………………………………...18 Authentic materials vs. Simplified materials…………………………..19 5. HOW TO USE CHILDREN´S AND JUVENILE LITERATURE AND

FANTASY BOOKS…………………………………………………………21 Reading as a purposeful process………………………………………21 Extensive and intensive reading………………………………………23 The three phases of reading……………………………………………24 6. DEVELOPING LANGUAGE-LEARNING SKILLS……………………….27 Vocabulary…………………………………………………………….27 Grammar………………………………………………………………28 Listening………………………………………………………………29 Speaking………………………………………………………………30 Writing………………………………………………………………..31 Learning about a culture………………………………………………31 7. HOW TO ORGANIZE A CLASSROOM READING………………………32 Organizing reading or storytelling…………………………………….32 Forms of interaction – pairwork or groupwork……………………….33 Using audio-visuals aids and multimedia……………………………..34

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Displaying students´ work…………………………………………….34 Organizing a literature self-access centre……………………………..35

PRACTICAL PART
INTRODUCTION TO PRACTICAL PART……………………………………..36 Tips for using Alice in Wonderland……………………………………………….38 Tips for using Moondial…………………………………………………………..46 Tips for using Charlie and the Chocolate Factory………………………………54 The Research………………………………………………………………………62 CONCLUSION…………………………………………………………………..63 RESUMÉ………………………………………………………………………….64 BIBLIOGRAPHY…………………………………………………………………66 APPENDICES 1 - 26

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INTRODUCTION
“Let books be your dining table,
And you shall be full of delights,
Let them be your mattress,
And you shall sleep restful nights.”
St. EPHREM the Syrian (303-373)

Why should teachers use children´s literature, especially fantasy books, in TEFL at basic schools?
Is it good or useful to use fantasy books and literary texts with teenagers at basic schools?
Is there any relationship between literature and the study of language? Are teenagers at basic schools able to read literary texts and fantasy books from British and American literature in the original?

The aim of the thesis is to present the principles and tips of using fantasy books with teenagers at basic schools, especially on the basis of my interest in this topic and through my own teaching experience.

My diploma thesis is divided into two parts. In the first theoretical part it deals with general questions relating to the use of children´s literature and fantasy books with teenagers. It also gives some reasons why language teachers should include children´s literature and fantasy books in English lessons. It demonstrates teachers´ motivational strategies that can be used to support teenagers´ interest in literature. It also tries to answer how teenage literature can help teenagers to develop their...
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