Republic of the Philippines

Province of Cebu
City of Talisay
TALISAY CITY COLLEGE
Poblacion, Talisay City, Cebu
A.Y.2020-2021, 1st Semester

Spec. Engl. 4 – Teaching of English in the Elementary Grades

Module Writer Department Teacher Education

E-mail Address Contact No.

Program & Year BEEd-II Credit Units 3
This course will emphasize English as a second language with main focus on language
Course Description teaching methodologies to improve knowledge on the structure and fluency in the
English language through listening, speaking, reading, writing and viewing.
At the end of this course, the students craft an original English Big Book constituting,
Culminating Outcome focusing and utilizing the five macro skills, such as Listening, Speaking, Reading, Writing
and Viewing, which can be employed in the teaching of English in the elementary grades.
At the end of this term, the students create an original English Big Book emphasizing and
making use of the five macro skills, such as Listening, Speaking, Reading, Writing and
Final Unit Outcome
Viewing wherein such material can be of great help in the teaching of English in the
elementary grades.

Student’s Name Curricular Yr.& Sec.

Contact No.
Time Allotment 9 hours
E-mail Address
Residence Inclusive Date/s Jan 4-22, 2020

Module 6 Materials Development and Language Teaching Methods

CONTENT LEARNING OBJECTIVES
 The Theory of the Second Language At the end of this module, you will…
Acquisition  Provide support for students’ learning and knowledge.
 Materials and Methods  Establish and enhance learning supports and performance
through creating a learner-centered environment
considering language methods and critical analysis.
 Draft an original English Big Book comprising the five
macro skills, such as Listening, Speaking, Reading, Writing
and Viewing, that can be used in the elementary English
classes.
ENGAGE
As a future English language teacher, you may have your ideals
at the same time you feel some hesitations inside you. And, that’s
very normal.

Take a look at the picture on the left side from Cordone, C. (2020).
Describe how you turn your ‘can’ts’ to ‘cans’ as picture out yourself a an
effective English teacher.

The attribution of the English language to be the global language

Is widely manifested by both individuals and society. This brings the
use of English in worldwide communication both oral and in written
forms. It is accordingly applied to address both general and specific needs. Customarily, language students are
taught by English teacher by the use of available textbooks. Nevertheless, learning materials which are ultimately
fitting to the needs of the learners are not always accessible. But despite this situation, teachers should not get
discouraged as far as they have the clear objectives of the teaching. By having and sticking into their objectives of
the teaching or learning as well as knowing very well the needs of the learners, the teachers can create their own
materials that would aid the learners towards achieving the objectives and to realize their needs.

This module is created to provide you, as a future teacher of English language, with the necessary disciplines
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and skills, which you may apply as you strive to become efficient and effective language teacher.
EXPLORE
The Theory of the Second Language Acquisition
According to Lemetyinen (2012), language is a cognition that truly makes us human. Whereas other species do
communicate with an innate ability to produce a limited number of meaningful vocalizations (e.g. bonobos), or
even with partially learned systems (e.g. bird songs), there is no other species known to date that can express
infinite ideas (sentences) with a limited set of symbols (speech sounds and words).

This ability is remarkable in itself. What makes it even more remarkable is that researchers are finding
evidence for mastery of this complex skill in increasingly younger children.

Infants as young as 12 months are reported to have sensitivity to the grammar needed to understand
causative sentences (who did what to whom; e.g. the bunny pushed the frog (Rowland & Noble, 2010).

After more than 60 years of research into child language development, the mechanism that enables children
to segment syllables and words out of the strings of sounds they hear, and to acquire grammar to understand and
produce language is still quite an enigma.

Early Theories
One of the earliest scientific explanations of language acquisition was provided by Skinner (1957). As one of
the pioneers of Behaviorism, he accounted for language development by means of environmental influence.

Skinner argued that children learn language based on behaviorist reinforcement principles by associating
words with meanings. Correct utterances are positively reinforced when the child realizes the communicative value
of words and phrases.

For example, when the child says ‘milk’ and the mother will smile and give her some as a result, the child will
find this outcome rewarding, enhancing the child's language development (Ambridge & Lieven, 2011).

Universal Grammar
However, Skinner's account was soon heavily criticized by Noam Chomsky, the world's most famous linguist
to date. In the spirit of cognitive revolution in the 1950's, Chomsky argued that children will never acquire the tools
needed for processing an infinite number of sentences if the language acquisition mechanism was dependent on
language input alone.

Consequently, he proposed the theory of Universal Grammar: an idea of innate, biological grammatical
categories, such as a noun category and a verb category that facilitate the entire language development in children
and overall language processing in adults.
Universal Grammar is considered to contain all the grammatical information needed to combine these categories,
e.g. noun and verb, into phrases. The child’s task is just to learn the words of her language (Ambridge & Lieven).

For example, according to the Universal Grammar account, children instinctively know how to combine a
noun (e.g. a boy) and a verb (to eat) into a meaningful, correct phrase (A boy eats).

This Chomskian (1965) approach to language acquisition has inspired hundreds of scholars to investigate the
nature of these assumed grammatical categories and the research is still ongoing.

Contemporary Research
A decade or two later some psycho linguists began to question the existence of Universal Grammar. They
argued that categories like noun and verb are biologically, evolutionarily and psychologically implausible and that
the field called for an account that can explain for the acquisition process without innate categories.

Researchers started to suggest that instead of having a language-specific mechanism for language
processing, children might utilize general cognitive and learning principles.

Whereas researchers approaching the language acquisition problem from the perspective of Universal
Grammar argue for early full productivity, i.e. early adult-like knowledge of language, the opposing constructivist
investigators argue for a more gradual developmental process. It is suggested that children are sensitive to
patterns in language which enables the acquisition process.

An example of this gradual pattern learning is morphology acquisition. Morphemes are the smallest
grammatical markers, or units, in language that alter words. In English, regular plurals are marked with an –s
morpheme (e.g. dog+s).
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 Similarly, English third singular verb forms (she eat+s, a boy kick+s) are marked with the –s morpheme.
Children are considered to acquire their first instances of third singular forms as entire phrasal chunks (Daddy kicks,
a girl eats, a dog barks) without the ability of teasing the finest grammatical components apart.

When the child hears a sufficient number of instances of a linguistic construction (i.e. the third singular verb
form), she will detect patterns across the utterances she has heard. In this case, the repeated pattern is the –s
marker in this particular verb form.

As a result of many repetitions and examples of the –s marker in different verbs, the child will acquire
sophisticated knowledge that, in English, verbs must be marked with an –s morpheme in the third singular form
(Ambridge & Lieven, 2011; Pine, Conti-Ramsden, Joseph, Lieven & Serratrice, 2008; Theakson & Lieven, 2005).

Approaching language acquisition from the perspective of general cognitive processing is an economical
account of how children can learn their first language without an excessive biolinguistic mechanism.

Materials Development
Language teaching has five important components: students, teachers, materials, teaching methods and
evaluation. Nunan (1992) states that teaching materials are often the most substantial and observable component
of pedagogy. In addition, Cunnings (Richards, 2003) summarized the role of materials (particularly textbook) in
language teaching as a resource - for presentation materials; activities for learners practice and communicative
interaction; for learners on grammar, vocabulary, pronunciation stimulation and ideas for classroom activities; a
support for less experienced teachers

Generally, teachers tend to use all guidance provided by a textbook. However, it is a fact that a textbook does
not always meet the variety of conditions in a language class (Ur,1996; Richards, 2003). Sometimes, teachers need
to explore teaching materials outside textbooks and modify them in order to be relevant to the need and demands
of particular group of students. Teachers’ experiences and understanding of their students is very important in
materials development, so that the students are motivated in learning the target language. According to Tomlinson
(1998) materials development refers to anything which is done by writers, teachers or learners to provide sources
of language input in ways which maximize the likelihood of intake. In doing so, materials developers, including
teachers, may bring pictures or advertisements in the classroom, compose a textbook, design a student worksheet,
read a poem or an article aloud.

Principles in Developing Materials

Tomlinson (Richards, 2001) suggests some basic principles in conducting materials development for the
teaching of language:
 Material should achieve impacts, help learners to feel at ease & to develop confidence.
 What is being taught should be perceived by learners as relevant and useful.
 Materials should require and facilitate learner self-investment, provide the learners with opportunities
to use the target language to achieve communicative purposes.
 Materials should take into account that positive effects of instruction are usually delayed, learners
have different learning styles and differ in affective attitudes.
 Materials should permit a silent period at the beginning of instruction, should not rely too much on
controlled practice and should provide opportunities for outcome feedback.

In addition, Crawford (Richards-Renandya, 2002) states that materials obviously reflect the writer’s views
of language &learning and teachers (and students) will respond according to how well these match their own
beliefs and expectations. Some points to be considered in providing effective materials:
 Language - is functional and must be contextualized; should be realistic and authentic; requires learner
engagement in purposeful use of language.
 Classroom materials will usually seek to include an audio visual component
 SL learners need to develop the ability to deal with written/spoken genres
 Materials need to be flexible enough to cater to individual and contextual differences

Characteristics of Teaching Materials

Littlejohn & Windeatt (1989) argue that materials have a hidden curriculum that includes attitudes toward-
knowledge; teaching/learning; role and relationship of the teacher/student, and values and attitudes related to
gender, society, etc. Materials have an underlying instructional philosophy, approach, method, and content,
including both linguistic and cultural information. Clarke (1989) argues that communicative methodology is
important and is based on authenticity, realism, context and a focus on the learner. Most people associate the term
teaching materials only with course books because that has been their main experience of using teaching materials.

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However, in fact, the term can be used to refer to anything which is used by teachers or learners to facilitate the
learning of the language. Related to that, materials can be classified into some types as follows:
 Printed materials: Textbook, student’s worksheet, pictures, photographs, newspapers& magazines
 Audio materials: Cassette & compact disc
 Audio visual: Video compact disc, film
 Interactive teaching materials: Web based learning materials, computer assisted instruction.
 Authentic materials refer to the use in teaching of texts, photographs, video selections, and other
teaching resources that are not specially prepared for pedagogical purposes.
 Created materials refer to textbooks and other specially developed instructional resources.

Edge (1993) uses the term “teacher-produced materials” and “student materials” to refer to how the
materials are produced or used during the process of teaching/learning in the classroom. Teacher-produced
materials play an important role to bridge the gap between the classroom and the world outside. In doing so,
teachers might produce their own worksheets for their students.

Student-produced Materials
Teachers can ask the students to produce simple maps that they know as the basis for an activity. In this
way, students are then using their own knowledge & personal background to produce learning materials for their
classmates.

Students as Materials
When we see the learners as materials, we can also use our methods to make learning enjoyable. In doing
so, teachers could, for instance: ask a student to close his/her eyes & describe what someone else is wearing;
describe what someone else is wearing until the rest of us can recognize that person; divide the class into pairs and
ask each pair to do one the above

Materials Evaluation
Tomlinson-Masuhara (2004) use the term “materials evaluation” as the activity which measures the value of a
set of learning materials by making judgments about the effect of the materials on the people using them. It tries to
measure, for example: appeals of the materials to the learners; materials validity/flexibility; materials ability to
interest the learners; materials potential learning value; delivery & assessment.

Evaluating Textbook
When teachers open a page in their textbook, they have to decide whether they should use the lesson on
that page with their class. If the language, content and sequencing of the textbook are appropriate, the teacher
might want to go ahead and use it. If, however, there is something wrong with the textbook, the teacher has to
decide what to do next. Therefore, when evaluating the quality of a textbook’s exercises or activities, four key
questions should be answered (Garnier, 2002):
 Do the exercises and activities in textbook contribute to student’s language acquisition?
 Are the exercises balanced in their format, containing both controlled and free practice?
 Are the exercises progressive as the students move through the textbook?
 Are the exercises varied and challenging?

Adapting Materials
Edge (1993) stated that materials exist in order to support learning/teaching, so they should be designed to
suit the people & the processes involved. Most teachers are not creators of teaching materials but providers of
good materials. For that purpose, teachers may conduct materials adaptation in order that they can provide good
materials for their students. Materials adaptation involves changing existing materials so that they become more
suitable for specific learners, teachers or situations.

Tomlinson and Masuhara (2004) suggest that the most effective way of conducting material adaptation is
to:
 Have a large bank of categorized materials that you can readily retrieve for adaptation.
 Have colleagues with whom you can share resources and who are willing to go through the
adaptation process together; have colleagues who are happy to give you feedback on your adapted
materials.
 Be in an environment in which materials evaluation, adaptation &development are encouraged &
teacher’s time and efforts are acknowledged.
 Revisit adapted materials and improve them.

What Is A Method?
Generally, a method is a specific form of process that is carefully chosen and designed to be able to achieve a

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specific goal, especially a systematic or structured one. Moreover, a language teaching method composes the
principles and methods intended for teachers to enable student learning of a target language.

The shodhganga.inflibnet introduces the summary of elements and sub-elements that constitute a method
whci can be found on the next page of this module.

Method

Approach Design Procedure

a) A theory of the nature of a) The general and specific a) Classroom technique, practices,
language objectives of the method and behaviors observed when the
-an account of the nature b) A syllabus model method is used.
of the Language proficiency. -criteria for the selection and -resources in terms of time, space
-an account of the basic units organization of linguistic and/ and equipment used by the teacher.
of language structure. organization of linguistic -international patterns observed in
b) A theory of the nature of or subject matter-content. lessons.
language learning. c) Types of learning and teaching -tactics and strategies used by
-an account of the activities teachers and learners when the
psycholinguistic and cognitive -kinds of tasks and practice method is being used.
processes involved in language activities to be employed in
learning. the classroom and in materials
-an account of the conditions d) Learner roles
that allow for successful use -types of learning tasks set for
Of these processes. learners.
-degree of control learners have
over the content of learning.
-patterns of learner groupings
that are recommended or implied.
-degree to which learners
influence the learning of others.
-the view of the learner as a
processor, performer, initiator,
problem-solver etc.
e) Teacher roles
-types of functions teachers fulfill.
-degree of teacher influence over
learning.
-degree to which the teacher determines
the content of learning.
-types of interaction between teachers
and learners.
f) The role of instructional materials.

Define further what a language teaching method is using the information presented in the figure found
on page 5. Write your explanation in three to five sentences.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

Language Teaching Methodologies

Richards, J. et. al., (1986) proposes a summary of the language teaching methodologies. These are:

The Direct Method. In this method the teaching is done entirely in the target language. The learner is not
allowed to use his or her mother tongue. Grammar rules are avoided and there is emphasis on good pronunciation.
Grammar-translation. Learning is largely by translation to and from the target language. Grammar rules are
to be memorized and long lists of vocabulary learned by heart. There is little or no emphasis placed on developing
oral ability.
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 Audio-lingual. The theory behind this method is that learning a language means acquiring habits. There is
much practice of dialogues of every situations. New language is first heard and extensively drilled before being
seen in its written form.
The Structural Approach. This method sees language as a complex of grammatical rules which are to be
learned one at a time in a set order. So for example the verb "to be" is introduced and practiced before the present
continuous tense which uses "to be" as an auxiliary.
Suggestopedia. The theory underlying this method is that a language can be acquired only when the learner
is receptive and has no mental blocks. By various methods it is suggested to the student that the language is easy -
and in this way the mental blocks to learning are removed.
Total Physical Response (TPR). TPR works by having the learner respond to simple commands such as
"Stand up", "Close your book", "Go to the window and open it." The method stresses the importance of aural
comprehension.
Communicative language teaching (CLT). The focus of this method is to enable the learner to communicate
effectively and appropriately in the various situations she would be likely to find herself in. The content of CLT
courses are functions such as inviting, suggesting, complaining or notions such as the expression of time, quantity,
location.
The Silent Way. This is so called because the aim of the teacher is to say as little as possible in order that the
learner can be in control of what he wants to say. No use is made of the mother tongue.
Community Language Learning. In this method attempts are made to build strong personal links between
the teacher and student so that there are no blocks to learning. There is much talk in the mother tongue which is
translated by the teacher for repetition by the student.
Immersion. This corresponds to a great extent to the situation we have at our school. ESL students are
immersed in the English language for the whole of the school day and expected to learn math, science, humanities
etc. through the medium of the target language, English.
Immigrant students who attend local schools find themselves in an immersion situation; for example refugee
children from Bosnia attending German schools, or Puerto Ricans in American schools. .
Task-based language learning. The focus of the teaching is on the completion of a task which in itself is
interesting to the learners. Learners use the language they already have to complete the task and there is little
correction of errors.

(The tasks are subsumed in a major topic that is studied for a number of weeks. In the topic of ecology, for
example, students are engaged in a number of tasks culminating in a poster presentation to the rest of the class.
The tasks include reading, searching the internet, listening to taped material, selecting important vocabulary to
teach other students etc.)
The Natural Approach. This approach, propounded by Professor S. Krashen, stresses the similarities
between learning the first and second languages. There is no correction of mistakes. Learning takes place by the
students being exposed to language that is comprehensible or made comprehensible to them.
The Lexical Syllabus. This approach is based on a computer analysis of language which identifies the most
common (and hence most useful) words in the language and their various uses. The syllabus teaches these words in
broadly the order of their frequency, and great emphasis is placed on the use of authentic materials.
SKILL BOX
EXPLANATION
 Describing the information shown.
 Drawing attention to important features contained within the figure.
ASSESS

KNOWLEDGE-BUILDING
 Interpreting RESPONSE
Assessment Task 1 ALTERNATIVE the information.
 Giving a concise but comprehensive definition of the method.
Read carefully each of the statements below. Be mindful of the underlined words or
Instructions: phrases. On the space provided before each number, write T if it is true and F if it is
false. Write the correct answer on top of the word that makes it false.
Basis for Rating: 1 correct answer = 1 point Your Rating/Total Points 100
_____1. When we see the learners as materials, we can also use our methods to make learning enjoyable.
_____2. According to Lemetyinen (2012), language is a cognition that truly makes us human.
_____3. A language teaching method composes the principles and methods intended for teachers to enable
student learning of a target language.
_____4. Language teaching has five important components: students, teachers, materials, teaching methods
and evaluation.
_____5. In direct method the teaching is done entirely in the target language.
_____6. Tomlinson (Richards, 2001) suggests that materials should require and facilitate learner self-
investment, provide the learners with opportunities to use the target language to achieve
communicative purposes.
_____7. The theory of “suggestopedia” underlying this method is that a language can be acquired only when
the learner is receptive and has no mental blocks.
_____8. Skinner argued that children learn language based on behaviorist reinforcement principles by
associating words with meanings.
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 _____9. This Chomskian (1965) approach to language acquisition has inspired hundreds of scholars to
investigate the nature of these assumed grammatical categories and the research is still ongoing.
_____10. Language is functional and must be contextualized; should be realistic and authentic; requires learner
engagement in purposeful use of language.
SKILL BOX
ALTERNATIVE RESPONSE
 Reviewing the whole lesson in Materials Development and Language Teaching Methods.
 Examining carefully each statement as to which one is true and false.
 Considering hints through underlined words or phrases.
CRITICAL THINKING
 Replacing errors with the correct word or phrase in false statements.

Assessment Task 2 LESSON PLANNING

Review your lesson in the language teaching methodologies. Plan a lesson in
elementary English by completing the Lesson Plan in English 6 given below. Choose a
Instructions:
specific method to employ considering the learning objectives and subject matter. Copy
the whole lesson plan on a long-size bond paper with your answers.
Please see Rubric 1 for a detailed scoring
Basis for Rating: Your Rating/Total Points 100
procedure of this activity.

This activity is rated with the use of the rubric proposed by STUDYLIB (2013-2020), which can be found on
the next page of this module.
Rubric 1 – Lesson Planning

LESSON PLAN IN ENGLISH 6

I. Objectives:
At the end of the lesson, the grade six students, with 85% accuracy should be able to:
1. define adjectives;
2. differentiate the types of adjectives; and
3. create a story out of the pictures given in comic strips by describing possible events.
II. Subject Matter:
A. Topic: Adjective and Its Types
B. Pre-requisite Skills: Identifying Describing Words
C. Literary Skills: awareness of print, vocabulary, spelling, comprehension
D. Numeracy Skills: use of numbers as one group or type of adjectives
E. Information Technology Integration: web research of examples and additional readings
F. Materials: strips of papers, markers, board, overhead projector, laptop, textbooks
G. References:
Rcampus (2020). iRubric: Writing, Proofreading and Editin Rubric. Rcampus.

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 https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=GC3378&
Solebury School Garden. Learning Log Rubric. Solebury School Garden.
https://sites.google.com/site/soleburyschoolgarden/assessments-1/learning-log-rubric
Waugh, D., et.al. (2019). Teaching Grammar, Punctuation and Spelling in Primary Schools.
SAGE Publications Inc.
III. Procedure: (Choose what specific method of language teaching you want to use and complete this
part.)
A. Preparatory Activities
1. Preparation (State in here the necessary preliminary activity you want your students to
engage with before the lesson proper, such as preparation of materials needed .)
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. Motivation (Design an activity to catch the attention of your students in preparation for
the lesson like, review of the past lesson, giving of thought-provoking question, song, etc.)
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
B. Logical Development (Discuss in this part the very flesh of the lesson by using facts, theories or
principles and developing skills relevant to the subject matter.)
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
C. Enrichment (Provide here an extended learning opportunity or challenge that would include an
activity that gives students more time to study concepts with greater depth, breadth, and
complexity.)
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
D. Application (In this part, allow students to practice or make use of the newly learned discipline
and freshly developed skills to real-world.)
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
IV. Evaluation: (Decide an appropriate tool that would assess or measure your students’ learning.)
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
V. Assignment: (Assign a particular task that would help students to either enhance the newly
learned discipline and freshly developed skills or prepare them for the next lesson.)
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

SKILL BOX
LESSON PLANNING
 Knowing your students.
 Considering the given learning objectives.
 Deciding on what teaching methodology to use.
 Choosing the appropriate assessment tool.
 Giving a reasonable task in the assignment part.

CREATING
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 Assessment Task 3 BIG BOOK MAKING
Craft your own big book for elementary English. Read and follow through the
Instructions:
guidelines below.
Rubric: Please see Rubric 2 for a detailed scoring procedure of this activity.
Guide to Big Book Making by Qulleste, R.M. (2015)

What Is A Big Book?

Big book is a great tool for helping children learn print concepts and encouraging them to join in with
familiar words and predictable phrases. It is a large-size version of children’s literature. Everything about a big
book is larger – illustrations, prints, and overall size.
They come in different kinds such as: animal books, cookbooks, travel books, history, art books, and odd
topics.
Guidelines in Making a Big Book
1. Size – half “cartolina” size
2. Characterization – Yes – Bad  Good
No – Good  Bad
X - Death
3. Themes – The book should tell them what to do, not what not to do (triggers curiosity)
The book should not tell also what should not be.
It is be supported by puppets for further elaboration (optional).
4. Style – chronological – sequential
5. Format – interactive
6. Illustration – gender sensitive (equal number of girls and boys in the story)
realistic
spreadsheet
7. Color – high frequency (stimulating)
8. Handwriting – manuscript type
9. Facial Expressions – use real faces of children of the same race
10. Dialogs – separated from mother paragraph
11. Indention – should be consistent, drop caps are also used only at the beginning of the story
Example of drop cap from Franz, L. (2012):

12. Picture – text ratio, 70% pictures, 30% words

13. Plot – problem  solution (realistic)  change
14. Content – English literacy concepts and skills
Durability – tightly covered each page and has a wipe-clean finish
REFERENCES AND SUGGESTED READINGS
Clarke, D. F. (1989). Communicative Theory & Its Influence on Materials Production. Language Teaching, 73-86.

Cordone, C. (2020). Are You Providing Adequate Motivation to Your Students as They’re Learning a Language?.
FluentU. https://www.fluentu.com/blog/educator/motivation-in-language-learning/

Crawford, J. (2002). Role of Materials in Language Classroom: Finding the Balance. In J.C

Cruz, M. (2013, February 20). Big Book Rubric. slideshare. https://www.slideshare.net/MelaniCruz1/big-books-rubric-

16657403

Franz, L. (2012, April 4). Drop Caps: Historical Use And Current Best Practices With CSS. Smashing Magazine.
https://www.smashingmagazine.com/2012/04/drop-caps-historical-use-and-current-best-practices/

Nunan, D. (1992). Research Methods in Language Learning. Cambridge: Cambridge University Press.

Edge, J. (1993). Essential of English Language Teaching. London: Longman, pp.43-48.

Garnier, D. (2002). Textbook Selection for the ESL Classroom. Southern Alberta Inst. of Technology. Eric Digest, 1-2.

Lemetyinen, Henna (2012). Language Acquisition. SimplyPscyhology.

https://www.simplypsychology.org/language.html
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Littlejohn, A., & Windeatt, S. (1989). Beyond Language Learning: Perspective on Materials Design. In R. K.

Patel, D.S. Significance of Materials Development in Language Teaching. fortell.

https://www.fortell.org/content/significance-materials-development-language-teaching

Qulleste, R.M. (2015, April 15). Children’s Big Book: Kinds, Guidelines and Usage. slideshare.
https://www.slideshare.net/RonaldQuileste/childrens-big-book-preparation-usage-and-guidelines

Richards, J. C. (2013). Curriculum Approaches in Language Teaching: Forward, Central & Backward Design. RELC
Journal, 44(1), 5–33.

Richards, J. C. & Theodore, S.R. (2001). Approaches & Methods In Language Teaching. Cambridge:
Cambridge University Press.

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University Press.

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http://esl.fis.edu/teachers/support/method.htm

Richards, J. C. (2003). Curriculum Development in Language Teaching. Cambridge: Cambridge University Press.

Shodhganga. Methods and Approaches of English Language Teaching in India. Shodhganga.

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