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The diploma thesis deals with leading discussions in English lessons at upper-secondary schools. In the theoretical part, procedures ensuring effective discussions are described based on previous research findings. The empirical part of the thesis explores how teachers tackle starting, conducting and concluding discussions in real classes and how students evaluate their teachers' efforts. The research is conducted by observing teachers and their classes, by interviewing teachers and by collecting feedback from students in questionnaires. Results comparing the theory with the in-class practice are provided. The conclusion summarizes the common tendencies and differences between the lessons, and the effectiveness of the approaches observed. Key words: discussion, lesson, effectiveness, upper-secondary, leading |
