TEACHING GRAMMAR TO YOUNG LEARNERS USING INTERACTIVE WHITEBOARD final

MASARYK UNIVERSITY IN BRNO FACULTY OF EDUCATION DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE TEACHING GRAMMAR TO YOUNG LEARNERS USING INTERACTIVE WHITEBOARD MASTER THESIS BRNO 2012 Supervisor: Mgr Ivana Hrozková Written by: Alexandra Povjakalová Acknowledgement I would like to express my thanks to Mrs Mgr Ivana Hrozková for her helpful comments and encouragement Declaration I hereby declare that this diploma thesis was done by my own and I used only the materials that are stated in bibliography I agree with the placing of this thesis in the Masaryk University Brno Information system, in the library of the Department of English Language and Literature and with the access for studying purposes In Brno Alexandra Povjakalová Bibliography POVJAKALOVÁ, Alexandra Teaching Grammar to Young Learners using Interactive Whiteboard; diploma thesis Brno: Masaryk University, Faculty of education, Department of English Language and Literature, 2012 82 pages, the supervisor is Mgr Ivana Hrozková Resume The main aim of my thesis “Teaching Grammar to Young Learners using Interactive Whiteboard” is to design teaching objects for Interactive Whiteboard to teach English grammar in the 5th grade of primary school and to find out, based on practical examination in lessons, how this technical tool helps learners in the complex process of education The thesis is divided into theoretical and practical part The theoretical part deals with the theory of motivation and its role in education, the use of modern technology in today’s school This section is also dedicated to the characteristics of young learners, learning styles, key competencies and expected outcomes in teaching English grammar at primary school, aspects that are important theoretical basics for the practical part of my thesis In the practical part I conducted a market research on the availability of materials for teaching English using Interactive Whiteboard On its basis I did a questionnaire survey at schools The main part I dedicated to teaching objects that I designed and then applied in lessons Finally I stated the criteria for designing teaching objects which I reached when designing the objects and in their actual use in lessons Keywords motivation, interactive whiteboard, young learners, grammar, grammar teaching, learning styles, market research, school survey, teaching object, designed material, key competencies Resume Hlavním cílem mé diplomové práce “Teaching Grammar to Young Learners using Interactive Whiteboard” je vytvoření výukových objektů pro práci s interaktivní tabulí k výuce anglické gramatiky v ročníku základní školy a na základě praktického ověřování ve výuce zjistit, jak tato technická pomůcka pomáhá žákům v komplexním procesu vzdělávání Práce je rozdělena na teoretickou a praktickou část V teoretické části se zabývám teorií motivace a její roli v procesu vzdělávání, využití moderní technologie v dnešní škole V této části se dále věnuji charakteristice mladších žáků, učebním stylům, klíčovým kompetencím a očekávaným výstupům v oblasti výuky anglické gramatiky na prvním stupni základní školy, tedy aspektům, které jsou důležitými teoretickými východisky pro praktickou část mé práce V praktické části jsem provedla průzkum trhu týkající se dostupnosti výukových materialů pro výuku anglického jazyka a následný dotazníkový průzkum na školách Hlavní součástí praktické části práce jsou výukové objekty, které jsem vytvořila a následně aplikovala v hodinách V závěru jsem uvedla kritéria pro tvorbu výukových objektů, ke kterým jsem dospěla při vlastní tvorbě materiálů a jejich použití v hodinách Klíčová slova motivace, interaktivní tabule, mladší žáci, gramatika, výuka gramatiky, učební styly, průzkum trhu, školní průzkum, výukový objekt, vytvořený materiál, klíčové kompetence Content Introduction I Motivating learners to learn 10 1.1 Role of motivation in terms of educational psychology 11 1.2 Factors influencing motivation 12 Interactive teaching 14 2.1 What interactive teaching means 14 2.2 What supports interactive teaching 15 2.3 Using technology in a classroom – Interactive Whiteboards 15 2.4 Advantages and disadvantages of Interactive Whiteboards 17 Learning styles 19 3.1 Theoretical part 10 How can Interactive Whiteboard help? 20 Teaching grammar to young learners 21 4.1 Young learners 21 4.2 What is grammar 23 4.3 The role of grammar in teaching young learners 23 4.4 Ways of teaching grammar 24 4.5 Stages in teaching grammar 24 Grammar structures in primary teaching 26 5.1 Framework Educational Programme 26 5.2 Expected outcomes according to the Framework Educational Programme 28 II Practical part 29 Market research 29 School survey on using IWBs 32 7.1 Questionnaire 32 7.2 Questionnaire summary 43 Grammar in 5th grade of primary school 44 8.1 Designing teaching objects 44 8.2 Designed materials in use 46 8.3 Evaluation of the lessons 64 8.4 Criteria for designing interactive teaching materials 66 Conclusion 71 Bibliography 72 Appendix 74 Introduction Teaching, its methods and forms got through many innovative changes during a period of several years Mass development of information and communication technologies, new education programmes, multimedia technology and especially Interactive Whiteboards allow teachers to improve English language teaching Teachers have amazing tool to make their teaching more motivational, funnier and effective I worked out my thesis by drawing on the teaching methods and forms that lead pupils to achieve learning outcomes and to the creation of key competencies in accordance with the Framework Educational Programme The methods that I have chosen correspond with the style of my work and level of teaching experience and knowledge that I have reached in my experience From pupils’ perspective I put emphasis on the methods to be interesting, fun and motivating I tried to choose methods so that pupils’ skills and knowledge are related to their practical life If we design teaching materials for the age group of young learners, we have to take into account the many factors that I mentioned in the theoretical part of my thesis The Interactive Whiteboard is undouptedly excellent technical tool, but it cannot work alone without teacher and quality preparation If we want to design educational material that works and pupils get the most out of it in terms of skills and knowledge, we must take into account these aspects One of them is motivation which I gave a lot of attention in my thesis, because it is one of the most important driving forces in the lerning process I outlined the factors that increase motivation and I followed by technical tools which are for pupils, in today’s world technology, very motivating and natural to use The Interactive Whiteboard is one of the most modern teachers’ tools in education Its use has both advantages and disadvantages to which I pointed out Another unforgettable factor is a learning style that pupil prefers Learning styles play a big role in the learning process in view of the fact that pupils are different and prefer different approaches Based on these finding, I also tried to design my teaching objects to suit pupils with different learning styles Further I devote to the characteristics of young learners, the issue of grammar and its role in teaching young learners In today’s school the importance is placed on the Framework Educational Programme Therefore I proceeded from the key competencies and expected outcomes that are enshrined in this document In i crucial part of my thesis, the practical part, I conducted market research I focused on interactive educational materials for teaching English in primary school available Based on the results of the survey I conducted a questionnaire survey in schools on Interactive Whiteboards and interactive educational materials, where I also determined what of the materials available on the market are actually used at schools Then I designed teaching objects for teaching English grammar to young learners, which I verified in practice and made reflection of the lessons Finally I outlined the criteria that should be accomplished in designing teaching materials, so as to be most effective I Theoretical part Motivating learners to learn “You were not born a winner, and you were not born a loser You are what you make yourself be.” Lou Holtz From a pedagogical point of view, according to Hanuš and Chytilová, motivating learners in education is considered to be one of the most important fields Pupil´s success in the educational process is not determined only by his innate abilities but also by other stimuli The task of the teacher is to support and develop these impulses Motivation is one of these stimuli Motivation helps to develop pupils positively Suitable motivational activities of teachers can raise and maintain pupil´s interest in learning, particular subject or other learning activities (Hanuš, R., Chytilová, L ,2009) The word motivation can be explained in this way: “The word motivation comes from the Latin word ‘moveers’ which to move Motivation is the energizing force that directs and controls our behaviour towards the achievement of our goals It refers to those factors, which increase the vigour of an individuals’ activity It energizes the person, prompts and compels him to act and behave in particular way so as to satisfy his needs In education, motivation is arousal of interest in learning and is required for effective management of the learning process.” (Available on World Wide Web: < http://59.163.61.3:8080/GRATEST/ SHOWTEXFILE do?page_id=user_image&user_image_id=827>) In pedagogical activities motivation has an irreplaceable and indispensable role Motivated child explores the world, asks the questions, disarrange what he can only to discover how it is 10 Based on the feedback you can get information about how the pupil achieves the set objectives You can also diagnose faults that are a natural part of the learning process and explain where the mistake is (Skalková, J., 1999) The principles set out above are those that should be followed when creating any kind of teaching object Now I set those that are important when designing IWB teaching materials You have to follow specific rules: - Before starting to design teaching material, you should find time to become familiar with the board, discover what it can and what you can with the board and software - Play with the board, explore the software options, gallery, activities, tools and other things that help you to make your materials being as most interactive, funny and enjoyable as possible - Look for inspiration on websites of the IWB producers, you can find interesting tips and already made lesson plans for IWBs and last but not least animation tutorials that show you how to design objects step by step - When designing particular objects make sure, that the background is not white White background is not pleasant for the eyes at all It could affect the length of pupils’ concentration - Keep in mind that learning objects have to be interactive both for teacher and pupils - Do not design IWB materials too complex Pupils have to be comfortable with them, understand them and need to know what is expected of them - Remember that the materials don´t have to be finally finished Let the space for adding extra materials and activities or just for changes that can be necessary if you find out the current material inappropriate or out of order - Make the materials to be beneficial for everyone IWBs offer a variety of activities suitable for plenty of learning styles Remember designing the objects so that each pupil can benefit from them - When designing teaching object there are some formalities that should not be missed out such as title page, contents and list of symbols used 68 - When making contents it is very suitable to make individual parts as links to the relevant pages Then it is easy to get the page you want immediately with a single click On each page you can put a button which returns you to home page with a single click - Good teaching materials have symbols for particular activities To let users be comfortable with these symbols the list of these symbols is required It is much easier for users to become familiar with the activities included The symbols are a part of the gallery of the software or you can create your own symbols using a variety of pictures - Each teaching object should consist of methodological notes where it is set how to work with the object It can be beneficial for you in the case of using the material after long time and forgetting the objects and goals But above all it is necessary if you provide the materials for other users If there are no methodological notes, other users can have difficulties in understanding the tasks and lesson objectives Then they can use them inappropriately and cannot get maximum of them Software for designing interactive materials includes special pages for these notes - You have to write down the list of resources used If you used any pictures, songs, videos and anything what is not the part of the software, you have to put in resources list If you just use the gallery, activities and tools of the IWB software it is also good to mention it - If there are some words or longer texts, use a font that is easily readable and of appropriate size, it is always better to use the font bigger than smaller If IWB is used in the classroom it is also good to think about following things: - Think about arrangement of the classroom and your classroom location when using the board In contrast to using classic black board there is a disadvantage of using IWB – it throws a shadow that can keep pupils from seeing the objects on the board The best desks arrangement is a horseshoe because everyone can see the board well and has an easy access to the board Avoid having obstacles between pupils and the board 69 - When using IWB in lesson, avoid dominating the board the lesson If you let the board all the work in lesson, pupils would not benefit from it as much as if you react on situations that occur by giving extra questions, encouraging discussion among pupils on problems occurred and other situations that you not expect I think it is very important to follow the basic criteria for creating teaching materials and using IWB in the classroom at all The criteria I have established are the barest minimum what everyone should follow It is possible to build on them and make the lessons with IWB better and better 70 Conclusion The aim of my thesis is a summary of theoretical aspects that are necessary for successful educational process The emphasis is put on motivation, learning styles of pupils’ and requirements of the Framework Educational Programme, on which basis I check whether there are possibilities to improve English grammar teaching at primary schools using Interactive Whiteboard I have chosen the topic for my thesis due to the findings that although schools are now well equipped with tools of information and communication technology, these tools are still not used as much as they could be For this reason I feel that my thesis could be motivation for using information and communication technology at schools, especially Interactive Whiteboard The Interactive Whiteboard is a relatively new technological tool More and more teachers use this tool in their lessons Based on the market research I have found out, that there is not a wide range of interactive teaching materials for grammar teaching available Although the Interactive Whiteboards are in the classroom today mostly used, teachers not have these teaching materials available at schools After studying theoretical basis, I designed a set of teaching objects for grammar teaching in primary school My work itself can be both material that teachers can use in their classes and subject to designing their own teaching materials I can also see the benefits of my thesis in the practical use of designed objects in classes I have confirmed my belief that the objects that I had designed fulfil its function Teaching using the interactive objects met the expectations in the field of pupils’ motivation and effectivity of the educational process Despite the fact that the preparation for lessons with use of Interactive Whiteboard is challenging, I believe that my thesis will be useful for teachers who already work with Interactive Whiteboard but also for those that are going to use it and not have much experience with it I hope that the teaching material I have designed will be available to the general public through educational materials and training database I also hope that it will be a good manual for working with the Interactive Whiteboard as a great technical tool 71 Bibliography Becta ICT Advice [ online] [qtd 21 Sept 2011] Available WorldWideWeb:˂http://www dit.ie/ lttc/media/ditlttc/documents/gettingthemost.pdf˃ on Beeland Jr.W.D Student Engagement, Visual Learning and Technology: Can Interactive Whiteboards Help? [ online] [15 April 2011] Available on World Wide Web: Cuthell J.P 2003 Interactive Whiteboards: new tools, new pedagogies, new learning? Reflections from teachers [ online] [qtd 22 July 2011] Available on World Wide Web: Department for Education and Skills The Interactive Whiteboards, Pedagogy and Pupil Performance Evaluation: An Evaluation of the Schools Whiteboard Expansion (SWE) Project: London Challenge.[ online] [20 June 2011] Available on World Wide Web: Dictionary of Contemporary English Harlow: Longman, 2001 1668 p ISBN 0-582-45630-4 DUDENEY, G., HOCKLY, N How to teach English with technology Harlow: Longman, 2007 192 p ISBN 9781405853088 Emerging Perspectives on Learning, Teaching, and Technology [online] [12 Aug 2011] Available on WorldWideWeb:˂http://projects.coe.uga.edu/epltt/index.php? title=Multiple_ Intelligences_and_Learning_Styles˃ Evaluation of the Primary Schools Whiteboard Expansion Project – summary report [online] [10 June 2011] Available on WorldWideWeb:˂http://downloads01.smarttech.com/media/ research/international_research/uk/becta_executive_expansion_summary.pdf˃ Framework Educational Programme for Basic Education [online] 2007 [14 June 2011] Available on World Wide Web: < http://www.msmt.cz/vzdelavani/framework-educationprogramme-for-basic-education> HALLIWELL, S Teaching English in the Primary Classroom London: Longman, 1992 169 p ISBN 0-582-07109-7 HANUŠ, R., CHYTILOVÁ, L Zážitkově pedagogické učení Praha: Grada, 2009 192 p ISBN 978-80-247-2816-2 HARMER, J Teaching and Learning Grammar London: Longman, 1987 71 p ISBN 0582-74623-X 72 Motivation [ online] [28 July 2011] Available on World Wide Web: NCTE Advice Sheet – Interactive Whiteboards Advice sheet 16 [ online] [22 June 2011] Available on World WideWeb:˂http://www.ncte.ie/documents/advicesheets/16Interactive WBsNov08.pdf˃ PETTY, G Moderní vyučování Praha: Portál, 2006 380p ISBN 8073671727 PHILLIPS, S Young Learners Oxford: Oxford University Press, 1993 182 p ISBN 019437195-6 SCOTT, W A., YTREBERG, L H Teaching English to Children New York: Longman, 1990 115 p ISBN 0-582-74606-X SCRIVENER, J.: Teaching Grammar Oxford: Oxford University Press, 2003 65 p ISBN 0-19442179-1 SEIFERT, M., VEDRALOVÁ A Učební styly žáků - výzva pro české učitele? Rodina a škola, 2010, vol.57, no 7, p 22-23 SKALKOVÁ, J Obecná didaktika Praha: Grada, 2008 328 p ISBN 978-80-247-1821-7 SLATTERY, M., WILLIS, J English for Primary Teachers Oxford: Oxford University Press, 2006 148 p ISBN 978-0-19-437563-4 SMART Technologies, Inc Interactive Whiteboards and Learning [online] 2006 [qtd 28 July 2011] Available on World Wide Web: < http://smarttech.com> Smartboard [ online] [15 June 2011] Available on World WideWeb:˂http://smartboardhat.wikispaces.com/file/view/wtrs_whiteboards.pdf˃ STARÝ, K a kol Učitelé učitelů Praha: Portál, 2008 112 p ISBN 978-80-7367-513-4 The Interactive Whiteboards, Pedagogy and Pupil Performance Evaluation: An Evaluation of the Schools Whiteboard Expansion (SWE) Project: London Challenge Research [online] [28 July 2011] Available on WorldWideWeb:˂https://www.education.gov.uk/ publications/eOrderingDownload/RR816%20Report.pdf˃ Wikipedia Free Encyclopedia [ online] [qtd 28 July 2011] Available on WorldWideWeb: ˂http://en.wikipedia.org/wiki/Interaction˃ 73 Appendix Interactive teaching objects designed - CD Expected outcomes of stage 1, period and according to the FEP RECEPTIVE, PRODUCTIVE AND INTERACTIVE LANGUAGE SKILLS Expected outcomes – Period pupils will  pronounce and read correctly in terms of phonetics an appropriate vocabulary range  understand simple instructions and sentences and respond appropriately  distinguish between the written and spoken form of a word  understand the content and meaning of a simple, slow and carefully pronounced conversation between two people, provided there is enough time for understanding  use an alphabetical glossary in a textbook RECEPTIVE LANGUAGE SKILLS Expected outcomes – Period pupils will  understand familiar words and simple sentences related to the topics being covered  understand the content and meaning of simple authentic materials (magazines, pictorial and listening materials) and use them in their activities  read a simple text aloud containing familiar vocabulary; reading is fluent and phonetically correct  find necessary information in a simple text and formulate an answer to a question  use a bilingual dictionary PRODUCTIVE LANGUAGE SKILLS Expected outcomes – Period pupils will  form a simple written message, short text and response to a message that is correct in terms of both grammar and form; fill in a form with their personal data  reproduce, both orally and in writing, the content of a text and simple conversation of appropriate difficulty  modify short texts while adhering to their meaning 74 Interactive materials available – overview Publisher Primary Course Books Supplementary Interactive Materials primary Interactive materials Oxford Chit Chat 1,2 University Press Family and Friends 1-6 Happy Earth New Edition 1,2 Happy House New Edition 1,2 Happy Street New Edition 1,2 New Chatterbox Starter, 1, Super Surprise 1-6 Treetops 1-4 Incredible English 1-6 Macmillan Way Ahead 1-6 The Busy Board 1-3 Animal Explorers Fraus Start with Click 1,2 Cambridge Kid´s Box 1-6 University Press Leda Longman Terasoft Langmaster Language focus all language skills – reading, writing, listening, speaking, clear grammar focus skills across the curriculum, games and activities all language skills, vocabulary, grammar all language skills all language skills, syllabus for the Cambridge Young Learners English tests Tell me More Kids listening, speaking 1-3 Longman Children´s vocabulary Picture Dictionary Angličtina pro vocabulary, školáky 1-2 pronunciation, listening, reading with understanding, grammar practise Zak´s Wordgames vocabulary 75 Websites overview www.interakceprozkolu.kvalitne.cz - Quantity of materials – About 60 materials sorted by grades 3-5, about 70 materials sorted by topic - Language skills developed – vocabulary practise, grammar practise, text understanding, some materials are rather designed for individual work on computer - Quality of materials – these materials are of a very good quality - Websites clarity – well arranged, materials are arranged by grades or by topics www.vyukovematerialy.eu - Quantity of materials – 30 links to another websites - Language skills developed – for practise of all language skills, large variety of materials - Quality of materials – some of the materials are of good quality, some of poor - Websites clarity – the page is too clear, I miss arrangement by topics, age, groups etc www.veskole.cz - Quantity of materials – 187 materials for primary schools that are then sorted by type (169 materials designed in Smart Notebook software and 18 links to another - websites) - Language skills developed – all skills through large variety of activities - Quality of materials – there are lot of materials of very good quality Some of designed materials consist of everything what a good material should – goals, key words, sources used, methodological teacher´s notes etc - Websites clarity – home page is very clear, you can simply choose the material you want by type of school You can also simply search materials by author, school or source name 76 www.activucitel.cz - Quantity of materials – about 300 materials for teaching English in primary school - Language skills developed – all language skills, mainly vocabulary and grammar - Quality of materials – these materials are of medium quality Some are better, some are worse They mostly lack good methodological notes It can be quite difficult to know how to work with them and make the most of them - Website clarity – the main page is very clear, it´s easy to find material what you just need You can find the material simply by keyword or by type of school and subject www.exchange.smarttech.com This is an external source of professional lessons, images, web pages and other tools - Quantity of materials – only two materials designed for primary English teaching - Language skills developed – vocabulary - Quality of designed materials – these materials are rather of poor quality - Website clarity – the main page is very clever, it´s easy to find anything, you can search by keywords, subjects and grades www.avmedia.cz - Quantity of materials – this webpage consists only small amount of materials for Smart Boards and also some links to the other web pages, for example those that consist sources for Smart Boards or school webs with sources for interactive teaching - Quality of materials – materials that I found on these websites are of poor quality - Website clarity – this website is not very clear, it is not easy to search for material which you would like 77 www.prometheanplanet.com - Quantity of materials – international websites with a very big amount of lesson plans teaching with ActivBoard They can be very good for teaching other subjects through English - Language skills developed – you can find a variety of materials developing all language skills - Quality of materials - the lesson plans are of a good quality with methodological notes - Websites clarity – the websites are very clear, you can find the lesson plan by keywords, language, age range, subject area, file format and other criteria 78 Questionnaire Letter to primary teachers Vážený kolego/kolegyně! Za účelem výzkumu ve své diplomové práci na téma „Teaching grammar to young learners using Interactive Whiteboard“ si Vás dovoluji požádat o pomoc a vyplnění dotazníku na téma interaktivní tabule Náplní dotazníku jsou otázky týkající se interaktivní tabule a výukových materiálů na interaktivní tabuli Cílem je zjistit, zda ve škole, kde pracujete, je interaktivní tabule, zda ji využíváte, jaké interaktivní výukové materiály využíváte a zda si tvoříte výukové materiály sami Interaktivní tabule dnes vstupuje našich škol a zaujímá své místo ve vyučování a já bych chtěla zjistit, jaká je skutečnost, jestli a jak ji Vy používáte ve svých hodinách Dotazník obsahuje 13 otázek U některých otázek naleznete možné odpovědi v závorkách, zvolenou odpověď napište pod otázku Některé otázky jsou otevřené, napište prosím svoji odpověď taktéž pod danou otázku V tabulce vepište křížek tam, kde bude odpovídající Zodpovězený dotazník prosím pošlete na adresu a.verna@seznam.cz Předem Vám děkuji za ochotu a čas věnovaný vyplnění dotazníku Budete-li mít zájem, s radostí Vám pošlu závěry plynoucí z mého výzkumu jakožto i výukové materiály pro výuku gramatiky na interaktivní tabuli, které jsem pro účely své diplomové práce navrhla S pozdravem Alexandra Povjakalová DOTAZNÍK INTERAKTIVNÍ TABULE Máte ve škole interaktivní tabuli? (ano – ne) Pokud ano, jaký typ interaktivní tabule máte? (Activboard, Smart Board, Interwrite, jiný) Máte interaktivní tabuli ve své třídě či učebně? (ano – ne) 79 Jak často využíváte interaktivní tabuli? Vytváříte si výukové interaktivní materiály sami? (ano – ne) Pokud ano, k rozvíjení jakých jazykových dovedností nejčastěji vytváříte své materiály? (slovní zásoba, gramatika, jiné – uveďte jaké) Pokud si vytváříte vlastní materiály, poskytujete vytvořené materiály ostatním vyučujícím, např na úložiště výukových materiálů apod (ano – ne) Znáte tyto výukové materiály jednotlivých nakladatelství? Využíváte je? (napište křížek - x) Interaktivní materiál (k učebnici) Znám Využívám Chit Chat iTools – Oxford University Press (OUP) Family and Friends iTools - OUP Happy Earth New Edition iTools - OUP Happy House New Edition iTools - OUP Happy Street New Edition iTools - OUP New Chatterbox iTools - OUP Super Surprise iTools - OUP Treetops iTools - OUP Incredible English iTools - OUP Way Ahead - Macmillan The Busy Board – Macmillan Start with Click – Fraus Kid´s Box - Cambridge University Press Tell me More Kids – Leda Longman Children´s Picture Dictionary – Longman Angličtina pro školáky - Terasoft Zak´s Wordgames - Langmaster Používáte volně dostupné interaktivní materiály z webových stránek? (ano – ne) 10 Pokud ano, jaké stránky to jsou? 11 Jste muž – žena? 12 Do jaké věkové skupiny patříte? (20-29 let, 30-39 let, 40-49 let, 50-59 let, jiné) 80 Interactive materials included in school survey – overview  Chit Chat iTools – Oxford University Press (OUP)  Family and Friends iTools – OUP  Happy Earth New Edition iTools – OUP  Happy House New Edition iTools – OUP  Happy Street New Edition iTools – OUP  New Chatterbox iTools – OUP  Super Surprise iTools – OUP  Treetops iTools – OUP  Incredible English iTools – OUP  Way Ahead – Macmillan  The Busy Board – Macmillan  Start with Click – Fraus  Kid´s Box - Cambridge University Press  Tell me More Kids – Leda  Longman Children´s Picture Dictionary – Longman  Angličtina pro školáky – Terasoft  Zak´s Wordgames – Langmaster 81 Pictures Pic Contents and links to the relevant page Pic The overview of used symbols 82