MASARYK UNIVERSITY BRNO

FACULTY OF EDUCATION
Department of English Language and Literature

Teaching English through Literature

Using Oscar Wilde´s Short Story The Canterville Ghost

Final Thesis

Supervisor Author
PhDr. Alena Dobrovolná, Ph.D. Mgr. Andrea Škrobová

Brno 2020

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Prohlášení

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

citovaných literárních pramenů, dalších informací a zdrojů v souladu s Disciplinárním řádem
pro studenty Pedagogické fakulty Masarykovy university a se zákonem č. 121/2000 Sb., o právu
autorském, o právech souvisejících s právem autorským a o změně některých zákonů (autorský
zákon), ve znění pozdějších předpisů.

Declaration

Hereby I declare that this paper is my original authorial work, which I have worked out
on my own. All sources, references, and literature used or excerpted during elaboration of this
work are properly cited and listed in complete reference to the due source.

Brno, 21st December, 2020

………………………….
Andrea Škrobová

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Acknowledgement

I would like to thank my supervisor PhDr. Alena Dobrovolná, PhD. for her helpful
advice and kind guidance. I appreciate her friendly attitude, her suggestions and support. I
would like to thank my husband and son for their encouragement and patience. Last but not
least, I am grateful to my pupils for their cooperation and participation.

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3
Bibliographic Record
Škrobová, Andrea. Teaching English through Literature Using Oscar Wilde´s Short
Story The Canterville Ghost. Brno: Masaryk University, Faculty of Education, Department of
English Language and Literature, 2020. 59 pp. Supervisor: PhDr. Alena Dobrovolná, Ph.D.

Annotation
The final thesis focuses on teaching English through literary texts. The theoretical part
analyses the advantages of using literature in an English classroom. For the purposes of this
thesis, Oscar Wilde´s short story The Canterville Ghost was selected. The text was used as a
base for designing four lesson plans containing pre-reading, while-reading and post-reading
activities and complementary worksheets. The practical part was piloted on seventh graders in
English lessons at a lower secondary school. The main aim of this work was to introduce a text
to the pupils and to prove that literary texts provide learners with sufficient opportunities and
stimuli for learning English. The teenagers were able to read the story and participated
successfully in all suggested activities. The results of an informative survey showed that the
majority of the learners were satisfied with the literature based lessons.

Keywords
using literature, reading, short story, The Canterville Ghost, lesson plans, EFL,
teenagers

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Anotace
Závěrečná práce se zaměřuje na výuku angličtiny prostřednictvím literárních textů.
Teoretická část analyzuje výhody využití literatury v angličtině. Pro účely této práce byl vybrán
krátký příběh od Oscara Wilda Cantervilleské strašidlo. Text byl použit pro tvorbu plánu výuky,
čtenářských aktivit a doplňujících pracovních listů. Praktická část byla testována se žáky sedmé
třídy na druhém stupni základní školy. Hlavním cílem této práce byla četba literárního díla se
žáky a ověření teze, že literatura poskytuje dostatek příležitostí a podnětů pro výuku angličtiny.
Výsledky pilotáže ukázaly, že náctiletí žáci byli schopni pracovat s textem a úspěšně zvládli
všechny aktivity dle plánu výuky. Dotazníkový průzkum ukázal, že většina žáků byla spokojena
s výukou angličtiny na základě literatury.

Klíčová slova
využití literatury, četba, krátký příběh, Cantervillské strašidlo, plán hodiny, výuka
angličtiny, náctiletí

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Table of Contents

Introduction ...................................................................................................................................................... 7
Theoretical Background ............................................................................................................................... 9
1 Literature in EFL Classroom ............................................................................................................. 9
1.1 Advantages and Values of Using Literature in the Language-learning Classroom ....... 9
1.2 Approaches, Strategies and Theories in Using Literature ...................................................11
1.3 Motivation – why and how to provoke learners´ motivation.............................................. 15
2 Selected Approaches to Dealing with Texts ................................................................................ 16
2.1 Questions and Responses in the Class ....................................................................................... 16
2.2 The Role of Prediction ...................................................................................................................18
2.3 Cultural Aspects in Literature ...................................................................................................... 18
2.4 Learners´ Background and their Experience ...........................................................................19
3 Teaching Teenagers through Novels and Short Stories ......................................................... 20
3.1 Using Novels and Short Stories................................................................................................... 20
3.2 Teaching Teenagers ........................................................................................................................ 22
Empirical Part ................................................................................................................................................ 25
4 Methodology, Procedures and Results .........................................................................................25
4.1 Reasons for Using Oscar Wilde´s The Canterville Ghost ................................................... 25
4.2 Timing, Class Profile...................................................................................................................... 25
4.3 Lesson Plans...................................................................................................................................... 26
4.3.1 Lesson Plan 1 ................................................................................................................................ 26
4.3.2 Lesson Plan 2 ................................................................................................................................ 29
4.3.3 Lesson Plan 3 ................................................................................................................................ 31
4.3.4 Lesson Plan 4 ................................................................................................................................ 34
Conclusion ............................................................................................................................... 38
Bibliography .................................................................................................................................................... 39
List of Appendices......................................................................................................................................... 42

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 “Idea movet materiam.”
— Maro Publius Vergilius

Introduction

I started writing my final thesis with a simple and ambitious idea hoping to create
something useful and helpful for my teaching career, something which I and hopefully someone
else might benefit from. I have had in mind my diploma thesis at Faculty of Education, Charles
University. It was a historic–sociological analysis of approach to university education which,
in fact, I have never used in practice of teaching except some soft-skills I gained when writing.
The second crucial thought was to write work similar to a cookery book, whenever there is
a right time and opportunity, I could use it with my pupils. In other words, I sought to write
a thesis customizable to my needs when teaching English. Therefore, I have decided to devote
my final thesis to teaching English through literature.

I must admit I experienced another struggle when choosing the right literary text. My
favourite novel Pride and Prejudice is a phenomenon among female readers all around the world
but it would not be suitable for my male learners. Subsequently, I searched and borrowed graded
readers books in the library in order to find the ideal text which I would be enthusiastic about
and which would be appropriate, encouraging and interesting for my pupils, girls and boys. It
took me approximately one month and then unexpectedly I found The Ghost of Canterville. I
realised I had used this story with one of my classes years before. The first lesson based on pre-
reading activities was very successful. Unfortunately, the other lessons were not interesting for
my pupils. They simply watched the presentation with audio recording and worked with
prepared worksheets. This experience helped me formulate one of the aims.

The main aim is to introduce a literary text to pupils at a lower secondary school and to
prove that literary texts provide learners with sufficient opportunities and stimuli for learning
English. The second aim is to create lesson plans and appropriate teaching materials which will
be interesting, supportive and useful for pupils, and pilot them with my learners to find out their
reactions and opinions of the lessons. The third aim is to examine learners´ responses and views
on the lessons.

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 The final thesis is divided into two parts, i.e. theoretical and empirical:

The first chapter aims to discuss advantages of using literature in the English learning
classroom. The most fundamental reasons for teaching through literature are an educational and
personal enrichment, working with authentic material, cultural and language enrichment. The
chapter also studies different approaches and strategies which might lead to improvement in
English and profound understanding of literary texts. The last subchapter discusses the role of
motivation in the learning process based on literature.

The second chapter concentrates on selected approaches to dealing with literary texts.
The role of questions and prediction is examined together with various reasons for using these
activities in the classroom. The following subchapters illustrate how cultural aspects in
literature, and learner´s background and experience help connect understanding literary texts
with meaning of these texts for readers.

The third chapter aims at teenagers, who represent a specific category for teachers. The
importance of motivation, awareness of benefits from reading, and respect for learners´ choice
of topics are crucial elements when working with teenagers. Further, the advantages of using
novels and short stories and possible obstacles are analysed in depth.

The empirical part uncovers reasons for selecting Oscar Wilde´s The Canterville Ghost
which the four lesson plans are based on. It gives detailed information about a class profile and
timing emerging from the pandemic situation. Moreover, the lesson plans unveil aims,
procedures of the lessons and are accompanied by feedback on each lesson. An inseparable part
of the empirical phase are results of a survey revealing learners´ views on teaching English
through the literary text.

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Theoretical Background

1 Literature in EFL Classroom

When thinking about literature, names of world´s literature such as, William
Shakespeare, Daniel Defoe, Jane Austen, Charles Dickens, F. Scott Fitzgerald or Virginia
Woolf spring to people´s mind. What is the difference between writing in general and literature?
Alexander (2007, p. 4) defines the merit of relevant writing as a mixture of human interest and
literary art. Similarly, great literature is described as a kind of writing which poses “excellence
of form or expression and expressing ideas of permanent or universal interest” (Merriam-
Webster, n.d.). Although people (teachers) nowadays have an effortless access to any kind of
texts, they have retained to read literature in an age of globalisation and digital era.

1.1 Advantages and Values of Using Literature in the Language-learning Classroom

Having struggled with the fundamental definition of literature, it is inevitably important

to state main and objective reasons why to teach literature in EFL Classroom 1 . Respected
authors studying literature and language teaching name various motives.

Firstly, literary texts are appreciated for humanity, morality, spirituality and tolerance.
Thus, readers may become better human beings (Showalter, 2003, p. 22). This benefit is surely
welcomed by the wider public. In the same manner, Lazar (2005, p. 19), Carter & Long (1991,
p. 3) and Collie & Slater (2006, p. 5) acknowledge an educational and personal growth function
which can inspire readers´ imagination, encourage development of basic criticism. Readers
might gain confidence when expressing their emotions and thoughts.

Secondly, working with authentic material is undeniably one of the main reasons for
using literature. Literary texts have been considered as valuable and beneficial spending of time
for centuries. Their primary purpose is to entertain. The majority of textbooks, meanwhile, work
with texts written for specific objectives, such as a unit topic, project, grammar, use of
vocabulary or pronunciation skills. It is not surprising, therefore, that readers deal with texts
which contain only parts of authentic language. Using literature also offers adequate space for

1
EFL stands for English as a foreign language.

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comparison between English and learners´ own literature (Collie & Slater, 2006, p. 3).
Involvement in literary texts may be more significant compared to texts widely used in
textbooks (Lazar, 2005, p. 15).

Thirdly, using authentic literature gives ways to cultural enrichment, especially when
visiting an English-speaking country is impossible (Collie & Slater, 2006, p. 4). It is obviously
clear that watching films, videos, podcasts, listening to the radio or reading the newspapers help
to experience cultural enrichment. Learners are exposed to different historical, political and
social background. Of course, atmosphere, plot, dialogues and traits of characters of a certain
book in English do not necessarily represent reality because literature is a work of fiction
(Lazar, 2005, p. 16).

Not surprisingly, Collie & Slater (2006, p. 5) mention the advantage of language
enrichment and underline the bounties and variety of language in authentic texts. They praise
literature for providing readers with a more memorable context, common collocations, sentence
construction and assigning meaning. Moreover, literature can offer topics for a further
discussion or writing tasks. Among the more abstracts benefits of literature is language
enrichment.

Exploring different aspects of life via characters, roles, settings, plot twists might be
enriching for learners who often see their perspectives as the only possible and real way (Beach,
Appleman, Hynds, & Wilhelm, 2011, p. 11). Literary texts give readers scope for creativity and
help to stimulate it (McKay, 1987, p. 193).

While Krashen (2004, pp. x–1) talks about improving students´ reading comprehension
and writing style. The emphasis is put on widening vocabulary, improving spelling and control
of grammar in his work. Krashen also sees reading as a way of reaching higher levels of English.
Finally, he recognizes the pure pleasure reading habit which can be developed by reading.2
Therefore, the sooner readers start to enjoy authentic texts in English, the better for their
motivation and language acquisition.

2
Krashen talks about free voluntary reading (FVR).

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 To conclude, using literature in EFL classes is highly beneficial and valuable. Literature
helps learners to raise cultural awareness and stimulate their personal growth and linguistic
development.

1.2 Approaches, Strategies and Theories in Using Literature

Having discussed principal reasons for using literature in EFL classes, the main aim of
this chapter is to focus on approaches, strategies and theories in teaching literature. Knowledge
and understanding of approaches are considered a sine qua non for teaching literature. There is
a wide range of ways how to teach literature in EFL classroom. More specifically, whether to
emphasize grammar, vocabulary, syntax, linguistics or prefer personal experience, a socio-
cultural context. Other issues remain to be seen, i.e. selection of appropriate literary texts with
respect to improving language skills, a level of English proficiency, linguistic competence of
learners, type of classroom management etc.

Beach, Appleman, Hynds and Wilhelm (2011, pp. 6-9) delineate three specific theories
of teaching literature, i.e. transmission theory or teacher-centered, student-centered theory and
socio-cultural learning theory.

Transmission theories show a teacher as an expert who pours wisdom and impart
knowledge to pupils. A teacher plays a traditional classroom role. Transmission model
sometimes called the banking model of education puts emphasis on acquiring knowledge itself,
e.g. synonyms, antonyms, alliteration, assonance, then on understanding or interpretation of
literary texts. Dependent and passive learners´ roles may be considered as the main
disadvantages of this theory (Beach, Appleman, Hynds, & Wilhelm, 2011, pp. 6-7). Similarly,
Collie and Slater (2006, pp. 7-8) talk about teacher-centered approaches where a teacher as the
name suggests is in a traditional classroom role and provides learners with knowledge. They
criticize this approach for not using literary language by learners themselves. Furthermore, they
point out absence of sharing opinions and perspectives on literary work between readers. On
the contrary, teacher-centered theory more precisely performance teaching is praised for
bringing dynamics, a dramatic and intellectual atmosphere into the classroom. Teacher´s
performance is compared to a stand-up comedy. The only disadvantage is ability of the teacher
to act as a good or ordinary performer. The way how to improve teacher´s performance is to

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better speaking skills and speech training (Showalter, 2003, pp. 32-33). When using literature
in EFL classroom at secondary schools, literary texts represent the way of improving language.
Literary theory and teaching literature might be used at higher levels of education, i.e. grammar
schools and universities.

Student-centered theory represents the approach where learners are active, motivated
and truly engaged in the class. Primary impulse was from the American Progressive Movement
in education which was influenced by Swiss-born philosopher of the Enlightenment Jean-
Jacques Rousseau and his work Émile. Clearly, a learner is the true person responsible for
learning process which may bring advantages and disadvantages (Beach, Appleman, Hynds, &
Wilhelm, 2011, p. 7). Various student-centered activities, such as projects, brainstorming,
jigsaw, discussions, creative writing etc., are believed to be important for building relationship
between literature and readers (Collie & Slater, 2006, p. 8). Loveless (n.d.) recommends
incorporating technology into the classes which can stimulate learners´ involvement into
a learning process.

Socio-cultural learning theory is associated with Russian psychologist Lev Vygotsky.

His theory is based on a general presumption that children learn through social interaction.
Pupils learn inherently via collective activities. Together they share the purpose of learning, the
way how to overcome obstacles or how to achieve aims (Beach, Appleman, Hynds, & Wilhelm,
2011, pp. 8-9). Attention need to be given to discussions as the way to express thoughts,
opinions, perspectives. Literary texts create space for this type of conversation (Edelsky, Smith,
& Wolfe, 2002, pp. 5-6). Although the learning process is cooperative, the role of a teacher or
a tutor might be viewed as a teacher-centered. Another negative aspect of socio-cultural
learning theory is that it gives too much importance to individual responses. Moreover, the
opinions are influenced by social and cultural background of participants (Beach, Appleman,
Hynds, & Wilhelm, 2011, p. 44).

Scholars Beach, Appleman, Hynds and Wilhelm refer to text-centered theory. This
theory uses “language in the autonomous text itself as divorced from one´s subjective
experiences as well as formalist instruction involving identifying instances of character types,
point of view, setting, story development, and theme” (Beach, Appleman, Hynds, & Wilhelm,
2011, p. 42). Text-centered theory brings great benefits of text analysis. And vice versa, if

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activities are focus on text itself, there is no space for pupils´ experience, opinions and thoughts
in the classroom.

Lazar (2005, pp. 23-25) suggests several approaches to using literature with learners.
More particularly, she talks about literature for personal enrichment, literature as content and,
last but not least, about a language-based approach. Conception of literature as content is based
on a more traditional approach where learners get authentic texts and a teacher provides them
with more detailed information about a historical period and literary movement. Texts are set
in literary and social contexts enabling readers understand the topic from wider perspectives.
Clearly, this approach may be inconvenient for younger graders as they are not familiar with
literary movements and historic epoch. An advantage of this approach is certainly a large
variety of literary texts.

Literature for personal enrichment represents the approach which gives learners a
unique opportunity to express their own experiences, feelings, ideas and thoughts. They can
compare their opinions with literary texts and characters. On the other hand, choosing an
appropriate text for pupils may be difficult and challenging as some texts are remote from the
present. Additionally, some learners do not want to share their opinions, experiences with the
others (Lazar, 2005, pp. 24, 25).

A language-based approach is quite a wide approach and includes a variety of

techniques. It is focused more on language itself. It can help readers to understand a text better
and deeply because the language of the text captures their attention. The practical tasks of a
language-based approach, such as jigsaw reading, matching, gap-filling and creative writing,
foster awareness of language (Carter & Long, 1991, p. 71). The real value lies in an integration
of language and literature. Literature consistently proposes a broad spectrum of styles, registers
and dialects. Authentic texts are opened to a different interpretation of events, thoughts and thus
offer topics for discussions. But this approach often expresses concern that readers may be
exposed to linguistic issues and it can be demotivating for them. Also, a lack of knowledge
about the historical, cultural and social context can lead to a gross misinterpretation of literature
(Lazar, 2005, pp. 23-30).

Most approaches mentioned above enumerate not only advantages but also
disadvantages. Timucin (2001, pp. 272-273) suggests an integrated approach combining

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language-based approaches and stylistic analysis. This approach means to leave teacher-
centered activities and to concentrate on more student-centered ones. A research had been
carried out and the results showed that the students were highly motivated and involved. They
also appreciated the teaching process which facilitated their approach to literature and
understanding of the meaning (Timucin, 2001, p. 291).

Dhanapal (2010, p. 233) also advocates an integrated approach. She conducted a survey
which was focused on fostering critical and creative thinking skills. Not surprisingly, literature
was chosen as the basis for improvement of critical and creative thinking skills. She puts
emphasis on reader-response approaches and stylistic analysis and adds that “reader-response
approaches would enlist a variety of interpretation but with stylistics in play, readers would
follow some similar interpretative conventions” (Dhanapal, 2010, p. 234). The chart below
demonstrates the integrated approach (see Figure 1) which is praised for an effective learning
process and active involvement of learners in EFL classroom.

Modified/
Student Literary Tentative Reaffirmed
Texts Response Response

Student is not - Interrelation - Stylistic

imposed with between student approach is used
preconceived ideas and texts to seek evidence
of the teacher. - Derives for response
Conclusion - Critical and
creative thinking
skills is in active
state

Figure 1. Integrated Approach Process (Dhanapal, 2010, p. 234)

Findings of the survey indicate that the integrated approach does help respondents to
enhance critical and creative thinking skills more successfully than the other methods used by
the teachers. Moreover, the survey confirms a hypothesis that the integrated approach is
appropriate to low and high level of English proficiency (Dhanapal, 2010, p. 238).

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 This subchapter has been devoted to various approaches and strategies of teaching
literature and their advantages and disadvantages in real life. With so many approaches how to
teach literature in EFL classroom, it is difficult to choose the right one. It is assumed that
approaches overlap. In fact, if a teacher knows benefits and limitations, he or she can lay special
emphasis on the appropriate one.

1.3 Motivation – why and how to provoke learners´ motivation

The following subchapter aims to contribute to motivation and learners´ autonomy.

Pupils have been raised in a world influenced by the internet, digital telecommunication, social
networking sites and television. These types of media are biased towards short-term satisfaction
and do not require any intense concentration. Contrary to what the media offer and provide,
reading literature demands great concentration and forbearance. Furthermore, it is a time-
consuming activity which sometimes requires to read a text several times (Carter & Long, 1991,
p. 16). Above mentioned reasons highlight the importance of motivation in EFL classroom.

Burden & Williams (1997, p. 23) define motivation as „a state of cognitive and
emotional arousal, which leads to a conscious decision to act, and which gives rise to a period
of sustained intellectual or physical effort in order to attain a previously set goal (or goals)“. In
other words, the arousal can be activated by internal and external factors. An interest, curiosity,
passion for learning represent internal factors which are important for teachers. Teachers can
influence and support internal factors. External factors may be mobilized by an exam, friend or
intended trip. The authors stress persistence in learning process until aims are achieved. Dörnyei
(2014, p. 521) examines second language learning motivation 3 and differentiates an „ideal
second language self”, „ought-to second language self” and „second language learning
experience”. The ideal second language self, as the name suggests, is an ideal state of learning
when a learner is highly motivated and wants to eliminate a difference between his or her
current and ideal selves. Such qualities as hopes, aspiration, wishes, self-improvement belong
to this type of the learner. The ought-to second language self is someone who ought to study to
prevent possible negative results. This leaner perceives and fulfils his or her duties, expectations
and responsibilities. The second language learning experience reflects learner´ experience,

3
Dörnyei uses acronyms for the second language and second language learning motivation, i.e. L2 and L2
motivation.

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environment, success or failure. It represents the special area which can be easily affected by
teachers.

Carter and Long (1991, p. 17) give particular emphasis on relation between readers as
individuals and a text. They propose eliciting ideas, suggestions from pupils as a part of pre-
reading activities before the reading itself. Thus, a text, author or literary genre may be chosen
directly by readers. A teacher can provide pupils with a short summary of texts to choose the
right one or use a questionnaire to elicit pupils´ opinions. Clearly, the more is a text related to
learners, the better for motivation and effective teaching process. Lazar (2005, p. 138) assesses
a play as an ideal way of learners´ involvement and learning through participation which
motivates pupils. She enumerates problems which might occur and teachers can avoid them.
Lazar warns against using uninteresting and irrelevant texts for improving English. She remarks
that pupils do not read much in their mother language (Lazar, 1990, p. 76). Setting goals which
will be achievable and relevant can positively affect learners´ motivation. Moreover, it is
important to mention teacher´s attitude towards a literary text. If students see teacher´s
enthusiasm, interest and passion for a text, they will be confident in learning process, thus will
be motivated (Harmer, 2015, p. 93).

In this subchapter motivation and the ways to encourage motivation have been reviewed
and illustrated. Crucially, learners´ involvement provokes and sustains positive motivation in
learning process.

2 Selected Approaches to Dealing with Texts

2.1 Questions and Responses in the Class

This chapter provides important insights about questions. A teacher and readers
encounter a number of difficulties at the beginning of teaching English through literature. A
text read for the first time might be incomprehensible. Learners struggle to understand the
meaning, vocabulary, wider context. They need learn to how to overcome obstacles and work
with passages that are quite hard to comprehend. Right and well-targeted questions can dispel
doubts. If learners succeed in defining what they do not understand, they can return to the text
and seek correct interpretations (Beach, Appleman, Hynds, & Wilhelm, 2011, p. 14). A teacher

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might reformulate or particularize questions. At the same time, it is important to engage pupils
in the learning process. As Beach, Appleman, Hynds and Wilhelm point out “learning revolves
around the students´ and teachers´ questions that then frame their inquiry about a certain
phenomenon. To some degree, inquiry instruction involves adopting a stance of critical
interrogation, of challenging status quo beliefs” (2011, p. 15).

Similar intentions lead Carter & Long (1991, pp. 36-37) to underline the importance of
questions when teaching the target language through a literary text. Questions can be used in
every stage of work. Their primary purpose is understanding of a text. Carter & Long
distinguish between “low-order” and “high-order” questions as summarised in Figure 2 bellow.
Low-order questions are used to get detail, specific information. They represent a powerful tool
for a teacher to monitor understanding of the text, meaning and content. They are compared to
close questions. Clearly, high-order or open questions are focused on learners´ experiences,
conclusions and context of meaning. It is assumed that a teacher should avoid asking too many
lower-order questions as learners can lose their interest in a story. Higher-order questions are
remarkably effective and helpful when teaching. Carter & Long add that “they serve as a sort
of navigational aid to the as yet inexperienced reader” (1991, p. 38). They help learners to work
with personal experiences and reach conclusions. They may form knowledge about social and
cultural background. Generally speaking, when asking questions, a teacher helps pupils not
only to understand a context of literary text but also to feel joy in the story.

content closed lower-order

Understanding

context of
meaning open higher-order

Figure 2. A Taxonomy of Questions (Carter & Long, 1991, p. 37)

This subchapter has illustrated considerable merits and relevance to usage of questions
when teaching literature. Finally, it is important to notice that questions are an integral part not
only a teacher-centered but also a student-centered approach.

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2.2 The Role of Prediction

The aim of this subchapter is to explore the role of prediction in EFL classroom why
should precede teaching literature and is an inseparable part of pre-reading activities. Prediction
accompanies not only literature but also reading and listening strategies. The use of prediction
helps pupils to understand a text and activates their schemata (Harmer, 2015, p. 321). Harmer
proceeds with Immanuel Kant´s philosophy and satisfactorily explains “a schema is the
background knowledge we have of the world, the topic under consideration, the linguistic
context that such a topic provokes” (2015, p. 303). This pre-existing knowledge facilitates
prediction about a text, context, plot. The role of a teacher is to motivate learners and involves
them in schema or that knowledge. A teacher can provide them with several words, main
characters, pictures from the story, the cover of the book etc. Prediction is remarkably effective
and important because enables readers to capture their attention to the text.

Carter & Long (1991, p. 59) consider prediction universally enjoyable. They point out
that learners might be tentative when predicting in the foreign language. Similarly, Collie &
Slater (2006, p. 16) stress warm-up activities before reading a text. 4 They appreciate a
possibility of creating a positive atmosphere, developing an interest in the text or awakening
curiosity. When using prediction, learners are not exposed to the text immediately. They can
familiarize with a few words in advance and reduce an initial anxiety about reading the literary
text. Although activities are sometimes time-consuming, they generate necessary motivation
and a desire for reading.

This subchapter has discussed the role of prediction. It has been proved the importance
of prediction. It is definitely worth spending extra time on prediction activities. They offer a
wide spectrum of benefits which create deep involvement in a text.

2.3 Cultural Aspects in Literature

This subchapter is focused on cultural aspects in literature. In other words, how to

balance reading a text with cultural aspects. It has already been mentioned in the first chapter
that learners perceive texts on the basis of their social and cultural experience. If readers come

4
In fact, they talk about first encounters. Prediction is one of first encounters procedures.

18
from a similar cultural background as an author, the texts will be culturally more
comprehensible. And vice versa, reading the texts which are from a different cultural and social
background might be more difficult but definitely valuable and enriching (Lazar, 2005, p. 62).
Cultural aspects might mean possible obstacles to understanding of the text. Lazar suggests
several procedures which can help. A teacher can associate the literary text with personal
experience, explain cultural information, put questions and help readers to deduce answers from
the text. Another option is a comparison of their homeland or traditions with the one described
in the text. Finally, additional extension activities, such as a role play or project may greatly
facilitate work with the text and interpretations (2005, pp. 67-70). Beach, Appleman, Hynds &
Wilhelm emphasize advantages of cultural aspects and warn “when we attempt close readings
without historical context, though, we risk the imposition of contemporary cultural assumptions
upon circumstances quite different from our own” (2011, p. 66).

2.4 Learners´ Background and their Experience

The following subchapter is devoted to learners´ background and experience which may
connect understanding the literary text with meaning of this text for readers. If leaners´
background and experience are activated, the text becomes more approachable. Carter & Long
(1991, p. 48) enumerate three spheres of experience. Firstly, they talk about experience of
mother tongue literature which is always valuable. It does not matter how far or close is the
mother tongue to English. Learners who have spent a lot of time reading literature in their
mother tongue recognize main topics. They can compare and analyse various texts. Passion and
pleasure in reading in one language may rapidly spread into another. Secondly, Carter & Long
(1991, p. 49) mention experience of English literature and add it is inherently narrower
compared to mother tongue. Thirdly, knowledge or experience of the world, life, society. This
type of knowledge is mutually convenient when working with literature.

19
3 Teaching Teenagers through Novels and Short Stories

3.1 Using Novels and Short Stories

Having analysed advantages of using literature, teaching strategies and motivation in

EFL classroom, it is inevitably important to focus on literary genres, reasons for using a
particular literary genre and possible difficulties accompanied by useful activities. Novels and
short stories represent a rewarding style when teaching English through literature. They provide
English language learners with unique educational and linguistic opportunities in comparison
with textbooks (Lazar, 1990, p. 204). They are widely used by teachers because they are short
and thus manageable within two or four lessons. There is a lot of interesting and enjoyable texts
available. Moreover, teachers can choose also other similar or different texts and try to compare
and analyse them with pupils. As some pupils can be tentative to read long texts, using novels
and short stories may supress an initial reluctance. Additionally, shorter literary text can be
reread easily by pupils either at school or at home. Rereading the text is desirable because it
facilitates work with the meaning and shows richness of a text (Collie & Slater, 2006, pp. 196-
197). Using novels and short stories also supports language awareness as Lazar states:

“In order to make any interpretations of what the novel is about, the reader is forced
to pay more than usual attention to the kind of language used in the novel, in particular
the clusters of words which reverberate throughout the text to create a web of
interlocking meanings and multiple connotations. […] We could draw their5 attention
to the way in which symbolic meanings and the themes to which they give rise are
communicated.” (1990, p. 206).

In other words, an analysis of a few passages from a text may point out to learners how a
meaning is expressed. It might also support fundamental features of language in EFL classroom.

Furthermore, a thoughtfully chosen text based on pupils´ interests offers examples of

adult problems and their solutions. It provides opportunities for making predictions, reaching
conclusions. Finally, at the end of reading and accompanying activities pupils might have a
satisfactory feeling of work with an authentic text which is valued by native speakers (Lazar,
1990, pp. 204-205).

5
Please note, the author means their – readers.

20
 On the other hand, when using novels and short stories, there may be some literary and
practical obstacles which need to be solved in the classroom. Firstly, a length of texts might
cause serious troubles with understanding or interpretation. Secondly, the text is supposed to
be challenging and motivating. Thirdly, a high share of unfamiliar vocabulary used in the text
can lead to demotivation, disengagement and dissatisfaction. A teacher can pre-teach some
unknown words or prepare classroom activities where pupils will assign precise meanings to
new words and learn them. Using synonyms or detailed explanations from dictionaries can be
helpful and can develop learners dictionary skills (Lazar, 1990, pp. 206-207).

Fourthly, a question how much classroom time is ideal to devote to the text should be
discussed. There are several possibilities. Reading itself can be done by readers as homework
at home. Thus, more classroom time can be spent on discussion. Another approach is to read
the text in the lesson as a project. The third option is to divide pupils into groups. Each group
will read a different chapter and then present it in front of the class. This form of work may
push pupils into reading the whole novel (Lazar, 1990, p. 207).

Fifthly, one of the problems is understanding the main characters. Sometimes traits of
characters are reviewed through dialogues. A non-binding conversation provides readers with
insights into character´s feelings and thoughts. The characters are described indirectly on the
basis of their behaviour and speech. Some other time features and behaviour of main characters
are directly described. Both approaches can increase the knowledge of learners´ descriptive
vocabulary. Pupils can be provided with a list of descriptive adjectives to assign them to main
characters (Lazar, 1990, p. 211).

Sixthly, a serious impediment to reading literature is understanding the plot. Becoming

aware of a set of events chronologically and logically is important. There is a wide variety of
activities which can help. Learners can deduce necessary elements from a text and order them
based on their relevance. They can summarize the plot and assign titles to main parts of a text.
If the plot is full of anachronism, readers can chronologically reorder a sequence of events
(Lazar, 1990, pp. 210-211).

Finally, the last but not least possible problem when reading novels is understanding the
role and type of narrator who tells the story (Lazar, 1990, p. 211). The distinctive third-person
narrator´s style allows the conversation between the writer and the reader. As Verdonk (2002,

21
p. 41) states “the third person narrator, takes up the non-participant role of observer and so
adopts an objective point in view. The narrator uses third-person reference to describe things
which are quite impossible to observe.”6 This is the reason why it is more difficult for learners
to understand the novel from the first-person narrator 7 . Pupils might be uncertain about
understanding a plot, story sequence and events based on first-person narration. This problem
can be solved by writing a diary entry by any other character apart from the narrator (Lazar,
1990, p. 211) or any activity based on an imaginative dialogue between characters in narrator´s
absence.

The aim to analyse using novels and short stories in the context of reasons and possible
difficulties when teaching through literature has been achieved. It has identified advantages and
specific features of novels and short stories. Moreover, it has suggested several activities which
can overcome difficulties and help English language learners.

3.2 Teaching Teenagers

In the previous subchapter using short stories when teaching English through literature
was examined because the empirical part of this thesis is based on Oscar Wilde´s short story
The Canterville Ghost. In this subchapter the aim is to elicit basic information about teaching
teenagers through literature as they are a target group on which the empirical part is conducted.

Teenagers are believed to be the largest group of EFL learners all over the world. They
represent a specific category for teachers as they are in a life stage when they were children and
will become adolescents and lately adults. They are on their way to find their identity, to shape
both bubbly and vulnerable personality (Legutke, 2012, p. 112). Legutke describes teen years
as “The emotional turmoil – coming to grips with insecurity and vulnerability and at the same
time finding appropriate ways of expressing their new selves” (2012, p. 112) and adds that
in this life stage the classroom becomes a central place where a vivid imagination and
inventiveness can stimulate a learning process. Not surprisingly, puberty can cause severe

6
A typical example is Jane Austen. This is showed in the following passage: „It is a truth universally
acknowledged, that a single man in possession of a good fortune, must be in want of wife” (Austen, 2008, p. 1).
7
The first-person narrator uses F. Scott Fitzgerald: „In my younger and more vulnerable years my father gave
me some advice that I´ve been turning over in my mind ever since” (Fitzgerald, 2011, p. 3).

22
learning difficulties. Becoming aware of teenage features and potential ambiguity in behaviour
is crucial for teachers.

When teaching teenagers English through literary texts, key factors of considerable
success or humiliating failure are motivation and awareness of benefits from reading. The more
engaged teenagers are, the better results are achieved. Young people need a compelling reason
for reading. Showing them reasons might be the essential role of teachers. There is a wide range
of advantages. Reading helps to understand the outside world, problems of adults. To know that
there are a lot of people who have similar thoughts and feelings. Literature offers new ways of
communication and discussions with parents, teachers, the rest of society. Finding new lines
of a satisfactory solution to problems. Developing teenage vocabulary is also important. Some
teenagers do not want to spend their free time on reading. If they seldom read, they do not learn
new words. Stimulating imagination, improving writing skills and encouraging confidence in
English represent other benefits of reading. As teenagers have strong views about what they
like and do not like, utmost respect for their own choice is needed. They like reading books
they have chosen themselves. Moreover, there is a higher chance of finishing the reading if
teenagers choose books themselves (Engaging Teens with Reading, n.d.). Reading literary texts
can help teenagers with text comprehension and decoding. Once they learn, for example, the
meaning of some prefixes and suffixes next time they encounter them they will be able to
decode them on the basis of previous experience and reading skills (Osewalt, n.d.).

A report on teenagers brought interesting and in some cases surprising information

(Engaging Teens with Reading, n.d.). It was found out that 12 to 17-year-olds preferred to read
books which make them laugh, cherish their fantasies, explore a mystery, bring something new,
help them to forget about reality of their lives and offer a true real-life story. The last but not
least reason, in order of preference, were main characters. Teenagers give preference to
characters they hope they can be like (Engaging Teens with Reading, n.d.). Bland points out
that teenagers like books they can discuss with their peers (2018, p. 12).

Albert Einstein (as quoted in Dunn, 2014, p. 43) once said: „I have no special talents. I
am only passionately curious.” People are curious and curiosity is one of the reasons why books
are read, the internet and social networks are used, radio is listened to and television is watched.
While books have been a human companion and widely spread since Johann Gutenberg´s
invention of book printing, the radio, television, internet and social networks are relatively new

23
media. Nowadays teenagers have immediate access to a broad range of media than previous
young generations used to have. This access may lead in fact to a decrease in a number of books
read by teenagers. Therefore, teachers should support reading literary texts and offer new
challenges and opportunities to teenagers (Engaging Teens with Reading, n.d.). Hesse
concludes optimistically “in spite of teenagers´ occupation with electronic media, books seem
to have a special appeal, at least to a large number of young people who have the means to buy
books” (2009, p. 17).

This subchapter has been devoted to teenagers and teenage issues which teachers are
supposed to consider when teaching English through literature. A main idea made is that
teenagers like choosing books and topics by themselves. Thus, teachers should survey teenage
interests, respect their suggestions and let them read relevant literary texts.

24
Empirical Part

4 Methodology, Procedures and Results

4.1 Reasons for Using Oscar Wilde´s The Canterville Ghost

The empirical part consists of four lessons8 based on reading The Canterville Ghost
written by Oscar Wilde. Although this short story was written and firstly published as early as
1887, a lot of readers have read and are still reading this dazzling and fabulous journey into the
past. The Canterville Ghost represents a new version of the classic ghost story. This humorous
literary text is based on a difference between old (English) world and new (American) world
and shows Wilde´s originality, writing skill and his prodigious literary output.

4.2 Timing, Class Profile

The pilot lessons were planned to take place in October 2020. Due to the state of
Emergency, which was declared on 13th October 2020, the pupils were not allowed to go to
school. This state of emergency was later extended until 29th November 2020. The epidemic
situation permitted that selected year grades returned to schools on a regular basis. Teaching of
sixth, seventh and eighth graders has taken place partly on a remote basis and partly on a present
basis since the end of November.9

Owing to the pandemic situation, the pilot was postponed. I decided to carry out the
pilot with the seventh graders who I have been teaching for two years. There are four boys and
nine girls in the classroom. Most of them are hard-working students at the elementary level
except one boy who is at the intermediate level or higher. One girl works individually with her
assistant and she does not participate in online schooling. The pupils have three English lessons
per week, on Mondays, Tuesdays and Wednesdays.

The pilot was conducted at lower secondary school in Kuřim in December 2020. While
the first three lessons were taught at school, the last lesson was online on Google Classroom,
which our school uses for online lessons. This web-based platform enables pupils to attend

8
The lesson plans are an integral part of the text for the reason of a clear arrangement.
9
It applies to the current situation in December 2020. None of official representatives is able to state how long
this situation will last.

25
online lessons, communicate within the class, use chats, work individually on their tasks etc.
Unfortunately, Google Classroom does not enable pair or group work in online lessons.

4.3 Lesson Plans

For the purpose of this study a simplified version of The Canterville Ghost is used. It
is stage 2 and is intended for English learners at the elementary and pre-intermediate level.
There are seven hundred headwords in the book. I decided to work with the edition of graded
readers for reasons of the mix-ability class and lack of time. Using an authentic text is a
difficult and time-consuming process. It would not be suitable to use an authentic version of
the story in the pandemic time when half of the classes are taught online.

4.3.1 Lesson Plan 1

Aims of the Lesson → The main aim of the first lesson is to motivate the learners to
read the story and awake their natural curiosity about the story
using various pre-reading activities.
→ The second aim is to provide the learners with basic
information about the author.
→ The third aim is to enter a world of fantasy and the pupils will
write their own story based on several given words and their
lexical knowledge.
→ The pupils learn new vocabulary from the first chapter.
Activity Type choosing words, listening, writing
Materials board, table with words, pictures representing new vocabulary,
copy of Oscar Wilde´s biography, photo of Oscar Wilde, Czech-
English dictionaries (at least one for each group)
Vocabulary ghost, stain, lawyer, surgeon, housekeeper
Time 45 minutes
Level of English Elementary, A2
Age of Learners 12 – 13 years
Class Size 13 pupils

26
Procedure
1. Warm-up Activity The readers are given the questionnaire No 1 to fill in. The
(2minutes) questionnaire contains Czech and English version.10
2. Warm-up Activity The pupils are asked whether they know any British or American
(3 minutes) writer. If so, they name any writer and his/her work. If needed,
the teacher corrects their answers.
3. Pre-reading Activity The pupils receive a mixture of words11 from which a half of them
(10 minutes) has connection to the writer and the second part concerns the first
chapter of the novel. The teacher explains new vocabulary based
on the pictures12 or any other if needed. The learners guess which
words are connected to the writer and underline them.
4. Pre-reading Activity The teacher reads out Wilde´s biography. Every pupil circles
(10minutes) words which are connected to the author. The whole class check
the rest of the words. The pupils receive a copy of Oscar Wilde´s
biography.

Wilde´s biography:

Oscar Wilde was born in Dublin in 1854. His father was a successful surgeon. His mother was
a writer. Wilde studied in Dublin and then in Oxford. When he finished his studies, he moved
to London (Tomin, 2019).

He also stayed in the USA for a year. He got married in 1884. His wife was a daughter of an
Irish lawyer. They had two sons, but Wilde began an affair with Lord Alfred Douglas. In 1895
Wilde was sent to prison because homosexuality was illegal at the time. He spent two years in
prison. His wife took their children to Switzerland. Wilde´s reputation was ruined. He spent the
rest of his life in France. Oscar Wilde died in Paris in 1900 (Tomin, 2019).

He supported Aestheticism. He wrote several short stories and fairy tales. He published only
one novel 'The Picture of Dorian Gray'. He is famous for his comedies. Let´s name 'An Ideal
Husband' and 'The Importance of Being Earnest'. Wilde´s comedies have been played in

10
Please see Appendix 10 for Questionnaire No 1.
11
Table of words is part of Appendix 3.
12
Please see Appendix 1.

27
theatres all over the world so far and are extremely popular (BBC, 2014).

He is one of the best late Victorian writers. He was very good at combining myth, romance and
irony in his work (Basset & Lindop in Wilde, 2010, p. 52).

5. Writing The pupils use the remaining part of words. They are divided into
(20 minutes) groups. They work on their own or in groups and try to guess the
content of the story. They write their own story based on the
remaining words. They are asked to write a short story
(approximately 8-10 sentences). At the end of the lesson the
learners introduce their invented stories.
Notes The teacher does not mention the name of the story which will be
read.

Feedback
I was confident because, as mentioned above, I had taught exactly the same set of
activities in the past and the lessons had been very successful. When I entered the classroom,
the pupils were fairly noisy as they had not seen each other for a month and a half of remote
schooling. As soon as I handed out the questionnaires, they calmed down and started filling in
the questionnaires. They were a little surprised when I explained the lesson plan for next four
lessons. They seemed to be interested in Oscar Wilde´s biography, especially when they found
out that homosexuality had been illegal and he had been sent to prison. While they were writing
their stories in groups, they kept asking about some words. Almost every group read out their
writing tasks and some of invented stories were interesting. As there was lack of time and some
pupils were not used to speaking aloud with their facial masks I presented their stories.

The aim of the questionnaire was to find out teenagers´ reading habits. It consisted of
six questions, the pupils filled it in the first lesson of the project, so I got back all questionnaires.
As far as the results of questionnaires (see Appendix 11) are concerned, most of the pupils
stated that they sometimes read books except two who never read. On the contrary, one of the
pupils reads a book every day while the majority read one to four books per year. Not
surprisingly, the most favourite genres are horror stories, thrillers and adventure novels. Three
of the learners know a British or American writer and they all mentioned J.K.Rowling.
28
Although the survey was not carried out on a representative sample of teenagers aged twelve to
thirteen, it shows alarming data, i.e. my pupils do not read very much.

4.3.2 Lesson Plan 2

Aims of the Lesson → The learners will be able to say some facts about Oscar Wilde.
(Guessing the name of the story and its location will motivate
them to read it.)
→ They will develop reading skills.
→ The readers will learn new vocabulary from the third chapter.
→ They will be able to identify main characters and their traits.
Activity Type matching words, reading – comprehension of the text, speaking
Materials board, table with words, signs, printed text of the first and second
chapter, worksheets, data projector
Vocabulary skeleton, noise, blood, to murder someone, thunder, to faint
Time 45 minutes
Level of English Elementary, A2
Age of Learners 12 – 13 years
Class Size 13 pupils
Procedure
1. Warm-up Activity Oscar Wilde. When the teacher enters the classroom, the pupils
(5 minutes) keep standing. The teacher asks the learners what they remember
about the author from the previous lesson and elicit information
about Oscar Wilde. Every correct answer means that the learner
can sit down. They are allowed to give clues each other about the
author. They can use their notes from the previous lesson.
2. Pre-reading Activity Hangman. The teacher writes dashes instead of letters on the
(5 minutes) board. The pupils guess possible letters in order to reveal the right
words. Every incorrect guess of letters brings them to losing. The
correct answer represents the name of the book – The Canterville
Ghost. The teacher tells learners that they are going to read a story
called The Canterville Ghost.
3. Pre-reading Activity Speculating about the place where the story takes place. The

29
(2 minutes) learners are asked to think about an English-speaking country
where ghosts can live and where the story is located. When the
USA and the UK are elicited, the teacher places big signs with the
names of countries on the board. The signs are visible for the rest
of the lesson. The right answers are rewarded.
4. While-reading Activity The teacher provides each pupil with the first chapter. They are
(18 minutes) asked to read the first half of the chapter, with a considerable
emphasis on the main characters introduced in this chapter
(before the Otis family notice the blood stain). Worksheet 1 13
helps to understand the characters and encourages the readers to
continue with the reading. The pupils match the new words to
their explanation and check with the teacher. After reading, the
pupils work in their groups which were created in the previous
lesson and match the main characters to their description and
underline the country they come from. They use glue.
5. While-reading Activity Each of the readers receives a worksheet with questions. They
(10 minutes) read the rest of the first chapter. Then they work in groups and
answer the questions (Worksheet 2 14 ). Each group names a
spokesperson who answer questions. The learners listen. They
may correct or complete the information.
6. After-reading Activity The teacher uses a data projector and displays attributes
(5 minutes) to which the whole class specify whether they are typical for
the Americans or the English people. This is an additional
activity15 if there is an extra time in the lesson.
7. Homework The learners are asked to read the second chapter for homework.

Feedback
I was afraid of pupils´ reactions because they had never read such a long text in the
class. The first activity was an icebreaker. The intention of this warm-up activity was to elicit
the information about Oscar Wilde from the previous lesson. While some of the pupils

13
Please see Appendix 4.
14
Please see Appendix 5.
15
Please see Appendix 6.

30
remembered information about the author, the rest of the class opened their exercise books and
read out some facts from Wilde´s life.

After the hangman activity, I distributed copies of the first chapter and worksheets, I
explained the task and they started reading quietly. I observed the class and helped weaker
pupils match the main characters to detailed descriptions. Homework was assigned at the end
of the lesson, i.e. reading of the second chapter, and the copies were distributed. The only thing
I would change next time is the shape of cards. The pupils would work faster if the cards and
worksheets were bigger.

4.3.3 Lesson Plan 3

Aims of the Lesson → The learners will get practise in listening to differences
between American and British vocabulary.
→ The learners will be able to summarize the content of the text
or at least answer the questions based on reading.
→ They will be able to put sentences in order.
→ The pupils will be able to create a written text based on given
topics and examples.
→ They will learn new vocabulary from the third chapter.
Activity Type listening, writing, speaking, reading – comprehension of the text
Materials board, data projector, printed text of the third and fourth chapter,
worksheets, Czech-English dictionaries, sheets of paper, coloured
pencils, crayons and markers
Vocabulary chains, advertisement, suit of armour, to frighten, scream, to
decide, shroud, pillow, bed sheet, turnip
Time 45 minutes
Level of English Elementary, A2
Age of Learners 12 – 13 years
Class Size 13 pupils
Procedure
1. Warm-up Activity Memory game. The teacher explains that in the first chapter there
(10 minutes) is a sentence: “American people are really no different from

31

2. Pre-reading Activity
(5 minutes)
3. While-reading Activity
(15 minutes)
4. Writing
After-reading Activity
16
Please see Appendix 7.
English people – but they do, of course, speak a different
language” (Wilde, 2008, pp. 2-3). The teacher explains that they
are going to watch a video based on fifty differences between
British and American English (Still, 2018). They watch the video.
After watching, they write down as many words as they can
remember. The teacher sets a time limit up to 5 minutes. They
exchange the words in pairs and correct themselves. The teacher
reads out differences again or shows them on the interactive board
and the pupils check their neighbour´s answers. An incorrect pair
of words is crossed out. The learners get a point for a correct pair
of words. A final sum of points shows the winner who has got the
best memory. Finally, the teacher emphasizes differences
between American and British English.
The teacher asks a volunteer for summarizing the content of the
second chapter which was read at home. In case nobody wants,
the teacher asks questions:
1. Is there a ghost in Carterville Chase? 2. What does Mr. Otis
offer to put on ghost´s chains? 3. Is the ghost happy with new
owners – Americans? 4. Why is the ghost angry? 5. What went
flying past his head? Correct answers are counted and points are
added to the groups.
The teacher explains the new set of vocabulary to the learners.
The teacher divides the text of the third chapter into four parts
in advance and each group receives a different part (Worksheet
3). The learners read the text and then put the sentences into the
right order (each of the readers has got her/his own worksheet16).
At the end of this activity groups read out their sentences. The
teacher also displays the sentences in the right order on an
interactive board.
The pupils are given various types of advertisements and leaflets
written in English. The teacher points out the main features how
32
(15 minutes) to write an advertisement or leaflet in English. To use an
appropriate informal style, to create a catchy headline, to give
sufficient information about the product or event, to include key
features of a product or event, to draw attention to call to the
action. Then they can work in groups or individually. The learners
can choose which product they are going to promote. They are
provided with sheets of paper, coloured pencils, crayons and
markers. The types of products are displayed on the interactive
board: a real estate advertisement selling the house with the ghost,
Tammany´s Sun Oil, Pinkerton´s Famous Stain Cleaner, Dr
Dobell´s special stomach medicine, an invitation to the museum
with the real ghost. When writing, they are allowed to use a
dictionary. At the end of the lesson the groups present their work.
5. Homework The learners are asked to read the forth chapter for homework.

Feedback
I played only 35 differences instead of 50 due to lack of time. They watched the video
carefully. The majority of them remembered three differences and they were able to name both
American and British forms. The best pupil remembered 10 differences. I believe this activity
helped them realize and understand some differences between British and American English.

Nearly all of them read the second chapter for homework. One of the girls admitted that
she had not read it. As no one was eager to summarize the content of the second chapter, I used
prepared questions and we summarized the text together. The weak part of the lesson was group
work. Some groups completed the activity immediately, others needed more time to put the
sentences in order. The early finishers were asked to help the rest of the class. At the end of the
lesson they were supposed to write a leaflet or advertisement which I had pre-taught them
previously. They managed to write a short leaflet or advertisement. As the next lesson was
scheduled to be online, I set homework (the fourth chapter) and distributed the fifth and sixth
chapters together with worksheets.

33
4.3.4 Lesson Plan 4

Aims of the Lesson → The readers will be able to compare different summaries and
based on the authentic text to choose the right one.
→ The learners will practise giving arguments.
→ They will get practice in listening, worksheet 5 will help them
to concentrate on core issues.
→ The emphasis of the third activity is on the spoken language.
→ The learners will brainstorm and predict following events in
the story.
→ After the second listening they will be able to summarise the
sequence of events in the fifth chapter.
→ The pupils will evaluate the last four lessons based on the work
with the authentic text.
Activity Type listening, speaking, reading – comprehension of text
Materials (jam)board, data projector, printed text of the fifth and sixth
chapter, worksheets, questionnaires
Vocabulary duke, to hurt, key hole, death, peace
Time 45 minutes
Level of English Elementary, A2
Age of Learners 12 – 13 years
Class Size 12 pupils
Procedure
1. Warm-up Activity The readers are provided with three different summaries of the
(5 minutes) forth chapter and choose which of them is the best summary of
the chapter (Worksheet 417). They defend their opinions and give
examples based on the text.
2. Listening The learners are given worksheets with tasks (Worksheet 518).
(10 minutes) They go through the tasks with the teacher to make sure they
understand. The teacher explains the new vocabulary. The pupils
listen to the first part of the fifth chapter. They fill in the

17
Please see Appendix 8.
18
Please see Appendix 9.

34
 worksheets. Then the readers correct their answers with the
teacher.
3. While-reading Activity The emphasis of the third activity is on the spoken language. The
(5 minutes) readers predict what is going to happen next. If they do not
have any ideas, the teacher helps with questions: Will the ghost
leave the house? Will the Otis family change their behaviour
towards the ghost? Will Virginia help and save the ghost? Will
Virginia disappear? The emphasis of the third activity is on the
spoken language
4. Listening The pupils are given the second part of the worksheet and they
(5 minutes) listen to the CD and tick the correct answers.
5. After-reading Activity The learners are asked to summarise the fifth chapter in about four
(10 minutes) or five sentences. A volunteer describes the plot of the fifth
chapter. The learners receive their reading certificates.
6. Questionnaire The pupils are provided with questionnaires to evaluate teaching
(5 minutes) English through literature using The Canterville Ghost by Oscar
Wilde.19
7. Crossword Early-finishers can fill in a crossword. At the end of the lesson
(5 minutes) volunteers get the last part of the text to read it as optional
homework.
8. Optional Homework The learners read the last chapter for homework if they want.

Feedback
The last lesson took place online and was based on listening. I was satisfied with the
pupils because almost all of them had read the fourth chapter. They were asked to choose which
summary was the right one. I asked each pupil about their opinion. The better learners chose
the right summary, but the weaker pupils hesitated. The boy who had not read the fourth chapter
at home was asked to read the summary aloud to understand the plot. Unfortunately, there was
not enough time for discussion and giving reasons as online lessons are more time-consuming
as far as speaking is concerned. The summaries were followed by listening activities. They were
listening and filling in the worksheets. The questionnaires were uploaded to Google Classroom.
The learners were asked to fill in the questionnaires. Reading of the last chapter was voluntary.

19
Please see Appendix 10 for Questionnaire No 2.

35
 All pupils completed questionnaires in Czech to ensure that the learners properly
understood every question. The questionnaires were not anonymous which appeared a good
idea because I found interesting opinions from the particular learners.

The results of the second questionnaire are fairly positive because two thirds of the
pupils (67%) were satisfied with English lessons based on literature and a quarter of them (25%)
was very satisfied. Half of the learners would appreciate more English lessons based on reading
in the future. Four fifths were interested in the end of the story and three fourths of the pupils
stated that they would read the last chapter.20 The results are shown in the graphs below.21

1. How satisfied were you with the lessons based on teaching English through literature?
(N=12)

very satisfied
satisfied
dissatisfied
very dissatisfied

2. I would appreciate more English lessons based on literature in the future

(N=12)

Yes
No
I don´t know

20
For detailed information about the questionnaire please see Appendix 11.
21
The results of the third open-ended question are not shown in a graph.

36
4. I am interested in the end of the story
(N=12)

Yes
No
I don´t know

5. I am going to read the last chapter

(N=12)

Yes
No
I don´t know

Moreover, it is worth mentioning that three pupils stated in the questionnaire that they
had been very satisfied with the lessons, i.e. the best pupil and two pupils with average study
results. The survey revealed that the learners found reading activities interesting and enjoyable
regardless their level.

I personally enjoyed the lessons and I hope that the majority of the pupils also enjoyed
them. The results of the questionnaire and development of the lessons confirm my assumption.
I believe I will use my worksheets and lesson plans successfully with other pupils.

37
Conclusion

The final thesis focuses on teaching English through reading literature. Oscar Wilde´s
short story The Canterville Ghost, the simplified version, was chosen for the purposes of this
work and used in four lessons with seventh graders at a lower secondary school. The study is
divided into two halves, i.e. theoretical (Chapters 1-3) and empirical part (Chapter 4).

The first aim to introduce a literary text to pupils at a lower secondary school has been
achieved. It has been proved within the practical part that literary texts provide pupils with
a wide range of opportunities and stimuli for learning English and encourage them to read.

The major and valuable contribution of this final thesis is the lesson plans and
worksheets which were carefully designed for teenage learners. The lessons contained pre-
reading, while-reading and post-reading activities to support young learners´ motivation,
understanding of the plot and main characters and development of culture awareness. The
course of the lessons confirms the assumption formulated in the introduction that learners are
able to work with literary texts.

The third aim was to examine the learners´ responses and views on the lessons and it
has also been fulfilled. Although the survey was not conducted on the representative sample of
teenagers, the findings of the survey have shown that the significant majority of the learners
was satisfied with the literature based lessons. Furthermore, half of the pupils stated in the
questionnaire that they would appreciate English lessons based on reading literary texts in the
future. Surprisingly, most satisfaction was reported not only by the best pupil, but also the
average learners. Generally speaking, teaching English through literary texts is suitable for a
mixed-ability class.

In the future I would like to continue teaching English through literature and I am
motivated to incorporate more texts into my English lessons.

38
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41
List of Appendices

1 Pictures (Lesson Plan 1)

2 The Picture of Oscar Wilde (Lesson Plan 1)

3 Table of Words (Lesson Plan 1)

4 Worksheet 1 (Lesson Plan 2)

5 Worksheet 2 (Lesson Plan 2)

6 Extra Worksheet (Lesson Plan 2)

7 Worksheet 3 (Lesson Plan 3)

8 Worksheet 4 (Lesson Plan 4)

9 Worksheet 5 (Lesson Plan 4)

10 Questionnaires

11 Results of Questionnaires

42
Appendix 1

Pictures (Lesson Plan 1)

a stain

Mousa81 (2020). [Wine Stain] [Photograph] Goodhousekeeping.com.

https://www.goodhousekeeping.com/uk/house-and-home/household-advice/a657023/remove-
red-wine-stains/

a surgeon

(2019). Group of surgeons doing surgery in hospital operating theater. Medical team doing
critical operation. [Photograph] Edgewood Surgical Hospital.
https://edgewoodsurgical.com/putting-yourself-in-good-hands-how-to-choose-the-right-
surgeon/

43
 a lawyer

(2019). [Your Laweyr] [Photograph] New York Post.

https://nypost.com/2019/09/15/how-to-know-if-your-lawyer-is-overcharging-you/

a housekeeper

(2020). [Housekeeper] [Photograph] Care.com.

https://www.care.com/c/stories/5945/deciding-between-a-cleaning-company-and-house/

a ghost

(2020). [Ghosts] [Photograph] BBC.

https://www.bbcchannels.com/cbbc

44
Appendix 2

The Picture of Oscar Wilde

(2019). Oscar Wilde [Photograph] Reflex.

https://www.reflex.cz/clanek/causy/73873/oscar-wilde-dekadentni-umelec-jehoz-jmeno-se-
stalo-synonymem-pro-zavratny-vzestup-i-stremhlavy-pad.html

45
Appendix 3
Table of Words:
✄-----------------------------------------------------

Dublin Mr. Otis Paris ghost

Canterville housekeeper lawyer Virginia

300 years Oxford Dorian Gray red stain

surgeon picture Washington two sons

✄-----------------------------------------------------

✄-----------------------------------------------------
KEY

Dublin Mr. Otis Paris ghost

Canterville housekeeper lawyer Virginia

300 years Oxford Dorian Gray red stain

surgeon picture Washington two sons

✄-----------------------------------------------------

46
Appendix 4
✄-----------------------------------------------------

Lord Canterville
✄ Mr. Hiram B. Otis

Sir Simon de Canterville the Otis twins

Washington Otis Mrs. Otis

Miss Virginia Mrs. Umney

✄-----------------------------------------------------
__________________________________________________________________________
Worksheet 1

1. a loud sound 2. the bones of a whole person 3. to kill someone

4. the red liquid that flows through the bodies of people and animals

5. to fall down suddenly 6. a very loud noise in the sky during a storm

a skeleton (a) noise blood

to murder thunder to faint

someone

a businessman who wants to send ghosts to American

America and get money from visitors x English
American
this person doesn´t want a ghost in the house
x English
American
a sweet little girl of fifteen
x English
American
a noisy person playing tricks
x English
American
a housekeeper
x English
American
a ghost
x English
American
famous for his fine dancing
x English
American
looks as an English woman
x English
_________________________________________________________________________________________

47
✄-----------------------------------------------------
Worksheet 1 - KEY
a businessman who wants to send ghosts to American
Mr. Hiram B. Otis
America and get money from visitors x English
American
Lord Canterville this person doesn´t want a ghost in the house
x English
American
Virginia a sweet little girl of fifteen
x English
American
the Otis twins a noisy person playing tricks
x English
American
Mrs. Umney a housekeeper
x English
American
Sir Simon de Canterville a ghost
x English
American
Washington Otis famous for his fine dancing
x English
American
Mrs. Otis looks as an English woman
x English
✄-----------------------------------------------------

48
Appendix 5
✄-----------------------------------------------------
Worksheet 2
What is on the floor in the library? __________________________________________

Who murdered Sir Simon´s wife? __________________________________________

What helped to clean the blood stain? _________________________________________

What happened when the blood stain was removed? _____________________________

__________________________________________

Who fainted in the library? __________________________________________

Who thinks that trouble is coming to the house? _________________________________

✄-----------------------------------------------------

Worksheet 2 - KEY
What is on the floor in the library? _____a blood stain_________________________

Who murdered Sir Simon´s wife? ______ Sir Simon __________________________

What helped to clean the blood stain? _____ Pinkerton´s Famous Stain Cleaner ______

What happened when the blood stain was removed? __ it reappeared every day ______

Who fainted in the library? __________ Mrs. Umney _________

Who thinks that trouble is coming to the house? __________ Mrs. Umney _________

✄-----------------------------------------------------

49
Appendix 6

superstitious

old world

modern world

respect traditions

afraid of ghosts

do not believe in ghosts

use modern products

get money from showing ghosts

50
Appendix 7
___________________________________________________________________________
Worksheet 3
Worksheet 3 – Group A
Put the sentences into the right order. Seřaď věty do správného pořadí.
Washington cleaned the bloodstain every day, but it reappeared and changed colour
every day.
The Otis family woke up and boys shot little paper balls at the ghost.
Mr. Otis was angry with the ghost because he did not put Tammany´s Sun Oil on his
chains.
The ghost wanted to put on a suit of armour and fell on the floor with a loud crash.
✄-----------------------------------------------------
Worksheet 3 – Group B
Put the sentences into the right order. Seřaď věty do správného pořadí.
The ghost was angry and ill.
Mrs. Otis offered Dr Dobell´s special stomach medicine to the ghost because she
thought that he had stomach ache.
He made his plans how to frighten everybody in the Otis family.
He decided to frighten the Otis family again.
✄-----------------------------------------------------
Worksheet 3 – Group C
The Canterville ghost saw another horrible ghost with eyes as red as fire in front of him.
He was very frightened.
He waited till the house was quiet.
The ghost left his room and went along the passage to Washington´s room.
✄-----------------------------------------------------
Worksheet 3 – Group D
The ghost understood that the Otis twins played tricks on him again.
The Canterville ghost decided to make friends with a new ghost and thought that they
both could frighten the twins.
The ghost turned and ran away to his room.
Early next morning he went to meet the new ghost again but its head fell down.
___________________________________________________________________________

51
Worksheet 3 – KEY
Worksheet 3 – Group A
1. Mr. Otis was angry with the ghost because he did not put Tammany´s Sun Oil on his
chains.
2. Washington cleaned the bloodstain every day, but it reappeared and changed colour every
day.
3. The ghost wanted to put on a suit of armour and fell on the floor with a loud crash.
4. The Otis family woke up and boys shot little paper balls at the ghost.
✄-----------------------------------------------------
Worksheet 3 – Group B
1. Mrs. Otis offered Dr Dobell´s special stomach medicine to the ghost because she
thought that he had stomach ache.
2. The ghost was angry and ill.
3. He decided to frighten the Otis family again.
4. He made his plans how to frighten everybody in the Otis family.
✄-----------------------------------------------------
Worksheet 3 – Group C
1. He waited till the house was quiet.
2. The ghost left his room and went along the passage to Washington´s room.
3. The Canterville ghost saw another horrible ghost with eyes as red as fire in front of him.
4. He was very frightened.
✄-----------------------------------------------------
Worksheet 3 – Group D
1. The ghost turned and ran away to his room.
2. The Canterville ghost decided to make friends with a new ghost and thought that they both
could frighten the twins.
3. Early next morning he went to meet the new ghost again but its head fell down.
4. The ghost understood that the Otis twins played tricks on him again.

52
Appendix 8
___________________________________________________________________________
Worksheet 4
Read the summaries of the fourth chapter and tick the right one. Přečti si shrnutí čvrté
kapitoly a označ to správné.
The ghost is not frightened anymore. He keeps putting the bloodstain on the library
floor. The ghost regularly appears in the passage and tries to make noise and wake up
the Otis family. His chains do not make any noise because Washington put Tammany´s
Sun Oil on them. The ghost wants to take his revenge on him and pours a heavy jug of
water on Washington. He and the twins are frightened of the ghost. Mr. Otis writes a
letter to Lord Canterville that the ghost is dangerous and his family want to leave
Canterville Chase.
The ghost stays in his room. He stops putting the bloodstain on the library floor. It is his
job to appear once a week. The ghost regularly appears in the passage but he does not
want to meet anybody. He takes off his shoes and walks quietly. He uses Tammany´s
Sun Oil on his chains because he does not want to make any noise. He thinks that
Tammany´Sun Oil is very useful. The boys and Washington continue to play tricks on
the ghost. Then he does not appear for some time. He is tired and frightened of the twins.
Mr. Otis writes a letter to Lord Canterville that the ghost has gone away.
The ghost does not want to stay in his room anymore. He regularly appears in the
passage and frightens the Otis family and Mrs. Umney to death. He writes a letter to
Lord Canterville that the Otis family have no respect for traditions and they play tricks
on him. He warns that he will kill the twins if they continue to play tricks on him. He
suggests in the letter that he will stop to make horrible things and frighten people if the
Otis family leave Canterville Chase.
___________________________________________________________________________
___________________________________________________________________________
Worksheet 4 – KEY
Read the summaries of the fourth chapter and tick the right one. Přečti si shrnutí čvrté
kapitoly a označ to správné.
The second version is the right one.

___________________________________________________________________________

53
Appendix 9

Worksheet 5
Listen to the CD. Tick the correct answer. Poslouchej CD. Zatrhni správnou odpověď.
1. Who did Virginia meet in the room?
the young Duke the Canterville ghost the twins Mrs. Otis
2. Did Virginia know about her brothers´ bad behaviour towards the ghost?
Yes No
3. Was Virginia sorry for the ghost?
Yes No
4. Who took the paints of Virginia´s paint box and used them for the bloodstain?
the young Duke the Canterville ghost the twins Mrs. Umney
5. Can the ghost sleep?
Yes No
✄-----------------------------------------------------
6. Why does the ghost want to go the Garden of Death?
to find his wife to have peace and sleep for ever to help Virginia
7. Who can open the door of the Garden of Death for the ghost?
the young duke the twins Virginia his wife
8. Is Virginia afraid of opening the door of the Garden of Death?
Yes No
9. Does Virginia go with the ghost to the Garden of Death?
Yes No

Worksheet 5 – KEY
Listen to the CD. Tick the correct answer. Poslouchej CD. Zatrhni správnou odpověď.
1. Who did Virginia meet in the room?
the young Duke the Canterville ghost the twins Mrs. Otis
2. Did Virginia know about her brothers´ bad behaviour towards the ghost?
Yes No
3. Was Virginia sorry for the ghost?
Yes No
4. Who took the paints of Virginia´s paint box and used them for the bloodstain?

54
 the young Duke the Canterville ghost the twins Mrs. Umney
5. Can the ghost sleep?
Yes No
✄-----------------------------------------------------
6. Why does the ghost want to go the Garden of Death?
to find his wife to have peace and sleep for ever to help Virginia
7. Who can open the door of the Garden of Death for the ghost?
the young duke the twins Virginia his wife
8. Is Virginia afraid of opening the door of the Garden of Death?
Yes No
9. Does Virginia go with the ghost to the Garden of Death?
Yes No

55
Appendix 10
___________________________________________________________________________
Dotazník 1 Vyplň dotazník. Vyber pouze jednu možnost.
1. Jak často čteš ve svém volném čase?
nikdy zřídka někdy každý týden
několikrát týdně každý den
2. Kolik knih přečteš ročně?
žádnou 1 2-4 5-8 8-12 víc než 12
3. Jaké žánry (typy) knih upřednostňuješ?
detetektivky romántické příběhy sci-fi
horory and thrillery dobrodružné příběhy historické příběhy
pohádky komiksy autobiografické příběhy
4. Znáš nějaké britské nebo americké spisovatele?
yes no
5. Jestliže znáš nějaké britské nebo americké spisovatele, uveď jejich jména:
____________________________________________________________
6. Slyšel(a) jsi někdy o Oscaru Wildovi?
ano ne
___________________________________________________________________________
Questionnaire No 1 Fill in the questionnaire. Select one option.
1. How often do you read in your free time?
never seldom sometimes every week
several times a week every day
2. How many books do you read a year?
none 1 2-4 5-8 8-12 more than 12
3. What genres (types) of books do you prefer?
detective novels romantic novels horrors stories and thrillers
sci-fi adventure novels historical novels
fairy tales comics autobiographical novels
4. Do you know any British or American writer?
yes no
5. If you know any British or American writer, write as many as you know:
____________________________________________________________
6. Have you ever heard about Oscar Wilde? yes no

56
__________________________________________________________________________

Dotazník 2
Vyplň dotazník. U každé otázky zatrhni pouze jednu odpověď.
1. Hodiny angličtiny založené na četbě se mi
hodně líbily spíše líbily spíše nelíbily vůbec nelíbily
2. V budoucnu bych ocenil(a) další výuku angličtiny na základě četby literatury
ano ne nevím
3. Která aktivita se ti nejvíce líbila?
______________________________________________________
4. Zajímá mě konec příběhu
ano ne nevím
5. Poslední kapitolu si přečtu
ano ne nevím
___________________________________________________________________________

__________________________________________________________________________

Questionnaire No 2
Fill in the questionnaire. Select one option.
1. How satisfied were you with the lessons based on teaching English through literature?
very satisfied satisfied dissatisfied very dissatisfied
2. I would appreciate more English lessons based on literature in the future
yes no I don´t know
3. Which activity did you like most?
_______________________________________________________
4. I am interested in the end of the story
yes no I don´t know
5. I am going to read the last chapter
yes no I don´t know
__________________________________________________________________________

57
Appendix 11
___________________________________________________________________________
The results of Questionnaire No 1

Question Options Responses

1. How often do you read in your free time?
never 2
seldom 3
sometimes 6
every week 0
several times a week 0
every day 1
2. How many books do you read a year?
none 0
1 5
2-4 5
5-8 1
8-12 1
more than 12 0
3. What genres (types) of books do you
prefer? detective novels 1
romantic novels 1
horror stories & thrillers 5
sci-fi 0
adventure novels 3
historical novels 0
fairy tales 1
comics 1
autobiographical novels 0
4. Do you know any British or American
writer? Yes 3
No 9
5. If you know any British or American
writer, write as many as you know: J.K.Rowling 3
6. Have you ever heard about Oscar Wilde?
Yes 3
No 9

58
___________________________________________________________________________
The results of Questionnaire No 2

Question Options Responses

1. How satisfied were you with the lessons based
on teaching English through literature? very satisfied 3

satisfied 8

dissatisfied 0

very dissatisfied 1
2. I would appreciate more English lessons based
on literature in the future Yes 6

No 1

I don´t know 5
3. Which activity did you like most?
reading 7

all activities 1

I don´t know 1

questions 1
matching words
based on the text 1

none 1
4. I am interested in the end of the story
Yes 10

No 1

I don´t know 1
5. I am going to read the last chapter
Yes 9

No 1

I don´t know 2

59