Abstract:

The main objective of this article is to analyse and compare the content of reading parts of the two different course books used in the Czech Republic by the third year learners in lessons of English.

Nowadays, when lots of children are exposed to the foreign language learning in an early age, they consider it to be a game, not the difficult learning process. However, this approach changes when the child becomes a primary school pupil. Less freedom and more compulsory tasks during lessons can cause some negative effects. If the reading comprehension skill is considered, the problem is from many reasons even more fragile. And the role of textbooks used by these young learners is crucial.

In the Czech Republic, two textbooks are most frequently used for teaching young learners: Happy Street 1 by L. Roberts, and Chit Chat 1 by P. Shipton, both published by Oxford University Press.

So as to meet the criteria defined by CEFR (Common European Framework of Reference for Languages) for developing the reading comprehension skill, various approaches are being exploited and combined in the lessons, e.g. the traditional, cognitive, hybrid, and metacognitive ones. These were also reflected in the evaluation criteria applied on the process of reading comprehension skill development. The criteria were discussed and finally set by four-member board of experts (in teaching English, pedagogy-psychology, information and communication technologies, and foreign language research). Within the conducted analysis, following characteristics were considered:
(1) the structure and design of the reading section of course books;
(2) the length of the text/s and of single sentences;
(3) grammar and the vocabulary items used in the sentences;
(4) the content and message of the stories.

The mixed quantitative-qualitative design was applied in processing the collected data which were displayed in diagrams, described and discussed.

The results discovered both weaknesses (e.g. the potential of explaining grammar is not fully used, in some units more emphasis could be put on practising the vocabulary) and strengths (e.g. comic forms of stories are included in units, lenght of the text is appropriate to learner´s age, the use of pictures is helpful etc.) of the reading parts of the course books. Finally, some improvements are recommended.

Keywords:

primary school level, reading comprehension, reading sklil, course book