MATERIALS AND THE MATERIALS AND THE TEACHING OF READING TEACHING OF READING

AND WRITINGAND WRITING

BIP 3023BIP 3023

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ReadingReading

• Early reading – more guided reading , read Early reading – more guided reading , read aloud to teacher / adultaloud to teacher / adult

• Efficient reader – silent readerEfficient reader – silent reader

• Students should read a Students should read a minimumminimum of 20-30 of 20-30 minutes every dayminutes every day..

Why do we use materials?Why do we use materials?

• Materials should teach students to learn, Materials should teach students to learn, should be resource books for ideas and should be resource books for ideas and activities for instruction/learning, as well activities for instruction/learning, as well as give teachers rationales for what they as give teachers rationales for what they are doing in class (Allright, 1990) are doing in class (Allright, 1990) ..

• According to Allright (1990), textbooks are According to Allright (1990), textbooks are too inflexible to be used directly as too inflexible to be used directly as instructional material instructional material ..

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Why do we use materials?Why do we use materials?• O'Neill (1990), however, argues that textbooks O'Neill (1990), however, argues that textbooks

can be suitable for students' needs, able to make can be suitable for students' needs, able to make it possible for students to review and prepare it possible for students to review and prepare their lessons, efficient in time and money, and their lessons, efficient in time and money, and can and should allow for adaptation and can and should allow for adaptation and improvization. improvization. ..

• Theoretically, experienced teachers can teach Theoretically, experienced teachers can teach English without a textbook (Kitao, 1997). English without a textbook (Kitao, 1997). However, they need to adapt and adopt materials However, they need to adapt and adopt materials to fit in with students’ needs.to fit in with students’ needs.

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Principles for selection of Principles for selection of materialsmaterials

• Directly related to curriculum / syllabusDirectly related to curriculum / syllabus• Support recreational needs of studentsSupport recreational needs of students• Motivating to students and educatorsMotivating to students and educators• Allowance of diversity and Allowance of diversity and

multiculturalismmulticulturalism• Relevant for the age, abilities and Relevant for the age, abilities and

language levels of studentslanguage levels of students

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Principles for selection of materialsPrinciples for selection of materials

• Represent a wide views on everyday issuesRepresent a wide views on everyday issues• Unbiased and authenticUnbiased and authentic• Non- offensive and too controversialNon- offensive and too controversial• Able to be adapted and adopted to suit Able to be adapted and adopted to suit

students’ range of abilitiesstudents’ range of abilities• Provide ample opportunities for students to Provide ample opportunities for students to

critically evaluate, make judgments, use the critically evaluate, make judgments, use the information as they see fitinformation as they see fit

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1. Students’ age / Reading development level: Beginners: - mostly guided reading - use decodable texts in this stage - decodable : words containing the phonetic code the

student has already learned

Intermediate - combination of independent reading & guided reading - practice independent reading to build skills

Advanced - independent, silent reading

Remedial - primarily guided reading - extinguish improper techniques and build correct skills

Determining relevant materials for studentsDetermining relevant materials for students

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8 2. Reading Situation

Guided Reading: - develop new skills - vital in beginning & remediation phase - decodable : words containing the phonetic code the student has already learned

Independent Reading - practice phase - improve proficiency and reading skills

Determining relevant materials for studentsDetermining relevant materials for students

Appropriate Reading Levels materials Appropriate Reading Levels materials

A. Independent Level: - materials students read with few errors- ideal for advanced level / silent reading

B. Instructional Level: - students read with some errors with challenges for skill building- ideal for guided level where teacher monitors students reading rate

C. Frustration Level :- materials are too difficult- reading level too advanced for students

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Guided ReadingGuided Reading

• To improve reading skillsTo improve reading skills• Not for comprehension / understanding Not for comprehension / understanding

purposespurposes• Must be followed by immediate feedbackMust be followed by immediate feedback• Reading Reading aloud aloud to the teacher .to the teacher .• Teacher must provide feedback, Teacher must provide feedback,

correction and instruction on skill correction and instruction on skill developmentdevelopment

Helgeson, 2003

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Benefits of gBenefits of guided readinguided reading

• Establish basic skills to be proficient readersEstablish basic skills to be proficient readers

• Identifying weaknesses & strengthsIdentifying weaknesses & strengths

• Improving attention to detailsImproving attention to details

• Develop and retain fluencyDevelop and retain fluency

• Widen vocabularyWiden vocabulary

• Develop other reading skillsDevelop other reading skills

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AutAuthentic Materialshentic Materials

Real life materialsReal life materials Not created for educational purposesNot created for educational purposes Used in everyday livesUsed in everyday lives Using the target languageUsing the target language Using real language without Using real language without

manipulations, adaptation or manipulations, adaptation or amendmentsamendments

Brown, 2001

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• Exposure of real language

• Textbooks does not have inaccurate language

• Can be inspirational and motivating to students

• One text can be utilised in different tasks and activities with different ability students

• Offer wide choice of styles, genres, point of views

• Encourage students to do both intensive and extensive reading

Advantages of AAdvantages of Authentic Materials uthentic Materials ( Martinez, 2002)( Martinez, 2002)

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• May contain difficult language

• Diversity of culture may be alien to students

• Difficult and unfamiliar vocabulary

• Preparation of tasks is time consuming and challenging

• The presence of dialects and accents may confuse students

• Some materials can become quickly outdated

Disadvantages of Authentic Materials Disadvantages of Authentic Materials ( Martinez, 2002)( Martinez, 2002)

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• Newspapers

• Journals, books, novels , short stories

• Brochures, pamphlets, flyers

• TV programs, CDs, catalogues

• Timetables, menus, receipts, bills

• Recipes, manuals etc

• Internet

Sources of Authentic MaterialsSources of Authentic Materials

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1. Choose materials of interest to students

2. Start the lesson by discussing topics relating to the material

3. Post questions about the material to help students understand the text. Nuttall (1982) explains that the questions act as ‘signposts’ for better comprehension

4. Discuss the content of the materials and related topics

5. Extend the discussion to a higher level where students can express their opinions and thoughts regarding the materials

6. Have students write an essay based on what they have discussed

How to teach all the skills using reading materialsHow to teach all the skills using reading materials (Yukita, 2010) (Yukita, 2010)

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Successful Listening ActivitiesSuccessful Listening Activities

Purpose for ListeningPurpose for Listening• A form of response (doing, choosing, answering, A form of response (doing, choosing, answering,

transferring, condensing, duplicating, extending, transferring, condensing, duplicating, extending, conversing)conversing)

Repetition depends on objectives and students’ Repetition depends on objectives and students’ levellevel

A motivating listening text is authentic and relates A motivating listening text is authentic and relates to students’ interests and needsto students’ interests and needs

Have the skills integratedHave the skills integrated

Stages: Pre-task , While-task, Post-taskStages: Pre-task , While-task, Post-task

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Listening StrategiesListening Strategies

Teach student Teach student howhow to listen to listen

• Looking for keywordsLooking for keywords• Looking for nonverbal cues to meaningLooking for nonverbal cues to meaning• Predicting a speaker’s purpose by the context Predicting a speaker’s purpose by the context

of the spoken discourseof the spoken discourse• Associating information with one’s existing Associating information with one’s existing

background knowledge (activating schema)background knowledge (activating schema)• Guessing meaningsGuessing meanings• Seeking clarificationSeeking clarification• Listening for the general gistListening for the general gist• For tests of listening comprehension, various For tests of listening comprehension, various

test-taking strategiestest-taking strategies

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Activities in a Listening LessonActivities in a Listening Lesson

Introductory Introductory • Intro to topic of the listening text and activities Intro to topic of the listening text and activities

that focus on the language that will be usedthat focus on the language that will be used MainMain

• Comprehension activities developing different Comprehension activities developing different listening subskillslistening subskills

PostPost• Learners talk about how a topic in the listening Learners talk about how a topic in the listening

text relates to their own lives or give opinionstext relates to their own lives or give opinions

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PRE-Listening/ViewingPRE-Listening/Viewing

Aim of pre-listening activities is to prepare the students for what they Aim of pre-listening activities is to prepare the students for what they are going to listen to:are going to listen to:

feeding in, checking or recalling language - activating EXISTING feeding in, checking or recalling language - activating EXISTING language knowledge or building linguistic schemalanguage knowledge or building linguistic schema

setting the scene / contextsetting the scene / context

activating appropriate schemata - content / topic knowledge , activating appropriate schemata - content / topic knowledge , background knowledge or prior knowledgebackground knowledge or prior knowledge

engaging their attention - getting them motivated to actually listen to engaging their attention - getting them motivated to actually listen to the textthe text

setting a meaningful purpose for the listening/ viewing - NEED to setting a meaningful purpose for the listening/ viewing - NEED to LISTEN / VIEWLISTEN / VIEW

NOTE - these are pre-listening / viewing strategies /skills which NOTE - these are pre-listening / viewing strategies /skills which YOU should RAISE students’ AWARENESS of so they can develop YOU should RAISE students’ AWARENESS of so they can develop meta-cognitive knowledge and USE appropriately on their OWN!meta-cognitive knowledge and USE appropriately on their OWN!

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TYPES of Pre-Listening ActivitiesTYPES of Pre-Listening Activities

personalisation - asking students about their experiences or personalisation - asking students about their experiences or opinions in relation to the topic, getting them to discuss in opinions in relation to the topic, getting them to discuss in groupsgroups

showing pictures and having students react - scaffolding showing pictures and having students react - scaffolding with VISUAL or MULTIMODAL TEXTwith VISUAL or MULTIMODAL TEXT

brainstorming concepts, points view, perspectives, brainstorming concepts, points view, perspectives, arguments, words and phrases etc associated with the topicarguments, words and phrases etc associated with the topic

predicting content of the text from the title or pictures or predicting content of the text from the title or pictures or keywordskeywords

telling students the topic and getting them to generate telling students the topic and getting them to generate questions they would like to know the answers toquestions they would like to know the answers to

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DURING LISTENING/VIEWINGDURING LISTENING/VIEWING

While-listening activities should help the students focus While-listening activities should help the students focus on relevant information while they listen. on relevant information while they listen.

What is relevant depends on the aims of lesson What is relevant depends on the aims of lesson

While-listening tasks may include:While-listening tasks may include:

note taking / graphic organisers etcnote taking / graphic organisers etc

completing a grid with informationcompleting a grid with information

answering questions ( different levels of comprehension answering questions ( different levels of comprehension / thinking or require different types of skills or strategies/ thinking or require different types of skills or strategies

ordering events / categorising information or points of ordering events / categorising information or points of views/ argumentsviews/ arguments

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Some Common Listening/Viewing TASK TYPESSome Common Listening/Viewing TASK TYPES

Matching or distinguishingMatching or distinguishing: Choosing a response in written : Choosing a response in written or pictorial form that corresponds with what was or pictorial form that corresponds with what was heard/viewed - e.g., placing pictures in a sequence which heard/viewed - e.g., placing pictures in a sequence which matches a story or set of events; choosing a picture to matches a story or set of events; choosing a picture to match a situation, such as listening to a radio advertisement match a situation, such as listening to a radio advertisement and finding the product from a set of pictures).and finding the product from a set of pictures).

Transferring / Transduction Transferring / Transduction - receiving information in one - receiving information in one form and transferring the information or parts of it into form and transferring the information or parts of it into another form - e.g., listening to a discussion about a house another form - e.g., listening to a discussion about a house and then sketching the house or viewing/listening and and then sketching the house or viewing/listening and creating a storyboard or representing ideas in graphic creating a storyboard or representing ideas in graphic organiser or multimodal text ( eg listening to a song and organiser or multimodal text ( eg listening to a song and creating a MTV) creating a MTV)

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TranscribingTranscribing - Listening, and then writing down what was - Listening, and then writing down what was heard. Dictation is the most common example of this activity.heard. Dictation is the most common example of this activity.

ScanningScanning - Exercises in which listeners must extract - Exercises in which listeners must extract selected items by scanning the input in order to find a selected items by scanning the input in order to find a specific piece of information (e. g., listening to a news specific piece of information (e. g., listening to a news broadcast and identifying the name of the winning party in broadcast and identifying the name of the winning party in an election)an election)

ExtendingExtending - Going beyond what is provided, such as - Going beyond what is provided, such as reconstructing a dialogue when alternate lines are missing or reconstructing a dialogue when alternate lines are missing or providing a conclusion to a story.providing a conclusion to a story.

CondensingCondensing. Reducing what is heard to an outline of main . Reducing what is heard to an outline of main points, such notetaking or categorising using tables/ graphic points, such notetaking or categorising using tables/ graphic organisersorganisers

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AnsweringAnswering - Answering questions from the input. - Answering questions from the input. Different sorts of questions will focus on different Different sorts of questions will focus on different levels of listening (e.g., questions which require recall levels of listening (e.g., questions which require recall of details, those which require inferences and of details, those which require inferences and deductions, those which require evaluation or deductions, those which require evaluation or reactions).reactions).

PredictingPredicting - Guessing or predicting outcomes, causes, - Guessing or predicting outcomes, causes, relationships, attitude and so forth, based on relationships, attitude and so forth, based on information presented in a conversation or narrative.information presented in a conversation or narrative.

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Possible Post-ActivitiesPossible Post-Activities

Language focus activities could include:Language focus activities could include:listening to parts of text intensively and writing down what listening to parts of text intensively and writing down what they hear, to focus on features of connected speech (linking, they hear, to focus on features of connected speech (linking, assimilation etc) or intonation/stressassimilation etc) or intonation/stress

completing a gapped version of the tape script (or part of it) completing a gapped version of the tape script (or part of it) to focus on particular expressions/ grammatical structure or to focus on particular expressions/ grammatical structure or formform

Vocabulary Building using listening text eg through Vocabulary Building using listening text eg through identifying lexical sets or collocations or semantic maps or identifying lexical sets or collocations or semantic maps or dictionary skilldictionary skill

identifying text-type features eg linguistic features of identifying text-type features eg linguistic features of argument text and use this as scaffolding for reading the argument text and use this as scaffolding for reading the same type of text eg discourse markers signaling agreement same type of text eg discourse markers signaling agreement or disagreementor disagreement

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Principles for Task SelectionPrinciples for Task Selection

Different tasks require different skills and response Different tasks require different skills and response according to the text-type, purpose of listening, types according to the text-type, purpose of listening, types of listening and the social context eg one-way of listening and the social context eg one-way listening or interactive listening, listening to news listening or interactive listening, listening to news broadcast vs listening to a panel discussion etcbroadcast vs listening to a panel discussion etc

TEACH LISTENING NOT TEST LISTENING TEACH LISTENING NOT TEST LISTENING - tasks - tasks must teach the skills/ strategies focused on eg must teach the skills/ strategies focused on eg cognitive / metacognitive strategies for understanding cognitive / metacognitive strategies for understanding task demand, planning, monitoring comprehension task demand, planning, monitoring comprehension

INTEGRATEINTEGRATE listening/viewing tasks with other listening/viewing tasks with other language skills or knowledge eg listening/viewing text language skills or knowledge eg listening/viewing text provide model of text-type or language features provide model of text-type or language features required for speaking/representing or for writing taskrequired for speaking/representing or for writing task

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The Teaching of SpeakingThe Teaching of Speaking

Employs more vague or generic words Employs more vague or generic words than written language.than written language.

Show variation between formal and Show variation between formal and informal speech.informal speech.

May be planned or unplanned.May be planned or unplanned.

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What Makes Speaking Difficult?What Makes Speaking Difficult?

• ClusteringClustering• RedundancyRedundancy• Reduced formsReduced forms• Performance variablesPerformance variables• Colloquial languageColloquial language• Rate of deliveryRate of delivery• Stress, rhythm & intonationStress, rhythm & intonation• InteractionInteraction

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Conversational RoutinesConversational Routines

Use of fixed Use of fixed expressionsexpressions• ““It doesn’t matter.”It doesn’t matter.”

• ““I see what you I see what you mean.”mean.”

• ““Just looking, Just looking, thanks.”thanks.”

Styles of SpeakingStyles of Speaking• What is appropriate What is appropriate

for the context?for the context?

• ““Whacha up Whacha up to?/What are you up to?/What are you up to?to?

• Differences between Differences between formal and informal formal and informal speech.speech.

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Functions of SpeakingFunctions of Speaking

3 functions of speaking3 functions of speaking• Talk as InteractionTalk as Interaction

• Talk as TransactionTalk as Transaction

• Talk as PerformanceTalk as Performance

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Talk as InteractionTalk as Interaction

Commonly referred to as “conversation”Commonly referred to as “conversation” Some students may feel awkward and at a Some students may feel awkward and at a

loss for words in interactional situations.loss for words in interactional situations. They may avoid such situations.They may avoid such situations. It puts students at a disadvantage when It puts students at a disadvantage when

conversation is important.conversation is important.

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Talk as InteractionTalk as Interaction

FEATURESFEATURES

• Primarily social functionPrimarily social function• Reflects role relationshipsReflects role relationships• Reflects speaker’s Reflects speaker’s

identityidentity• May be formal or casualMay be formal or casual• Uses conversational Uses conversational

conventions and registerconventions and register• Reflects politenessReflects politeness• Employs generic wordsEmploys generic words• Is jointly constructedIs jointly constructed

SKILLSSKILLS

• Open and close Open and close conversationsconversations

• Choosing topicsChoosing topics• Turn-takingTurn-taking• Recounting recent Recounting recent

experiencesexperiences• InterruptingInterrupting• Reacting to othersReacting to others• Making small talkMaking small talk• Using adjacency-pairsUsing adjacency-pairs

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Teaching Talk as InteractionTeaching Talk as Interaction

Most difficult to teach because it is complex Most difficult to teach because it is complex and has “unspoken rules”and has “unspoken rules”

Best Taught Best Taught Naturalistic dialoguesNaturalistic dialogues Modeling opening andModeling opening and closing conversationclosing conversation Recounting personal experienceRecounting personal experience Practice reacting to what others say.Practice reacting to what others say.

• For example: Students are given dialogue and work in pairs For example: Students are given dialogue and work in pairs adding reactions that have been omitted. Or students practice adding reactions that have been omitted. Or students practice conversation starters and have to respond by asking 2 follow conversation starters and have to respond by asking 2 follow up questions.up questions.

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Talk as TransactionTalk as Transaction

The focus on what is said or doneThe focus on what is said or done The message is the central focus and ensuring The message is the central focus and ensuring

that the speaker is understood clearly.that the speaker is understood clearly. Burns identifies 2 types:Burns identifies 2 types:

- - One focuses on giving/receiving info and on One focuses on giving/receiving info and on

what is said or achieved.what is said or achieved.

-- The second focuses on getting goods or The second focuses on getting goods or services.services.

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Talk as Transaction Talk as Transaction

FEATURESFEATURES

• It has an informational It has an informational focusfocus

• The main focus is the The main focus is the message & not the message & not the participantsparticipants

• Participants make use of Participants make use of communication strategies communication strategies to make themselves to make themselves understoodunderstood

• Frequent questions, Frequent questions, repetitions, and repetitions, and comprehension checkscomprehension checks

• Language accuracy is not Language accuracy is not always importantalways important

SKILLSSKILLS

• Explaining an intention or Explaining an intention or needneed

• Describing somethingDescribing something• Asking questionsAsking questions• Confirming informationConfirming information• Justifying an opinionJustifying an opinion• Making suggestionsMaking suggestions• Clarifying understandingClarifying understanding• Making comparisonsMaking comparisons• Agreeing and disagreeingAgreeing and disagreeing

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Teaching Talk as TransactionTeaching Talk as Transaction

More easily planned with use of current More easily planned with use of current materials, role play and real-world transactions.materials, role play and real-world transactions.

Best TaughtBest Taught Ranking activities Ranking activities BrainstormingBrainstorming Group discussionGroup discussion

• For example: Students prepare a list of controversial For example: Students prepare a list of controversial statements, exchange and discuss them. statements, exchange and discuss them.

Simulation or Role PlaySimulation or Role Play• For example: Students act out real world transactions in three For example: Students act out real world transactions in three

stages: preparation, modeling, practice/reviewstages: preparation, modeling, practice/review

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Talk as PerformanceTalk as Performance

Refers to talk that transmits information Refers to talk that transmits information before an audience like performances, before an audience like performances, public announcements and speeches.public announcements and speeches.

In a school setting this type of talk could be In a school setting this type of talk could be presenting an oral report, conducting apresenting an oral report, conducting a

class debate or giving a speech.class debate or giving a speech. It is usually evaluated according to its It is usually evaluated according to its impact on the listener.impact on the listener.

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Talk as Performance Talk as Performance

FEATURESFEATURES

• Focus on both message Focus on both message and audienceand audience

• Reflects organization Reflects organization and sequenceand sequence

• Form and accuracy are Form and accuracy are importantimportant

• More like written More like written languagelanguage

• It is often monologicIt is often monologic

SKILLSSKILLS

• Using appropriate formatUsing appropriate format• Info presented in Info presented in

appropriate sequenceappropriate sequence• Maintain engagement Maintain engagement

with audiencewith audience• Use proper punctuation Use proper punctuation

and grammarand grammar• Use appropriate Use appropriate

vocabularyvocabulary• Use appropriate opening Use appropriate opening

and closingand closing

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Teaching Talk as PerformanceTeaching Talk as Performance

Best TaughtBest Taught Providing examples: Providing examples: Speeches, oral presentations, Speeches, oral presentations,

stories though video/audio.stories though video/audio. Examples are then analyzed to understand how Examples are then analyzed to understand how

texts work and what their linguistic features are.texts work and what their linguistic features are. Questions to guide the process are:Questions to guide the process are:

• What is the speaker’s purpose? Who is the audience?What is the speaker’s purpose? Who is the audience?

• What info does the audience expect? How does the talk What info does the audience expect? How does the talk begin/develop/end? What strategies are involved? What begin/develop/end? What strategies are involved? What language is used?language is used?

Students then work together on planning their own Students then work together on planning their own text to present.text to present.

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Challenges for TeachersChallenges for Teachers

Help develop fluency, accuracy, and Help develop fluency, accuracy, and appropriateness of language use.appropriateness of language use.

Move from linguistic competence (mastery Move from linguistic competence (mastery of linguistic system) to communicative of linguistic system) to communicative competence (know how to use English competence (know how to use English appropriately for a range of different appropriately for a range of different purposes).purposes).

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Tips for Teaching SpeakingTips for Teaching Speaking

Use a range of techniquesUse a range of techniques Capitalize on intrinsic motivation Capitalize on intrinsic motivation Use authentic language in meaningful Use authentic language in meaningful

contextscontexts Give feedback and be careful with correctionsGive feedback and be careful with corrections Teach it in conjunction with listeningTeach it in conjunction with listening Allow students to initiate communicationAllow students to initiate communication Encourage speaking strategiesEncourage speaking strategies

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Fluency vs. AccuracyFluency vs. Accuracy

Speaking at Speaking at normal speed, normal speed, without hesitation, without hesitation, repetition, or self-repetition, or self-correction, and correction, and with the smooth with the smooth use of connected use of connected speechspeech

Speaking using Speaking using correct forms of correct forms of grammar, grammar, vocabulary, and vocabulary, and pronunciationpronunciation

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Principles of Teaching SpeakingPrinciples of Teaching SpeakingBeginnersBeginners

Provide something for the learners to talk Provide something for the learners to talk aboutabout

Create opportunities for students to Create opportunities for students to interact by using groupwork or pairworkinteract by using groupwork or pairwork

Manipulate physical arrangements to Manipulate physical arrangements to promote speaking practicepromote speaking practice

Bailey, 2005

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Principles of Teaching SpeakingPrinciples of Teaching SpeakingIntermediateIntermediate

Plan speaking tasks that involve Plan speaking tasks that involve negotiation for meaningnegotiation for meaning

Design both transactional and Design both transactional and interpersonal speaking activitiesinterpersonal speaking activities

Personalize the speaking activities Personalize the speaking activities whenever possiblewhenever possible

Bailey, 2005

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Tasks & MaterialsTasks & Materials

1.1. Conversations, guided conversations & Conversations, guided conversations & interviewsinterviews

2.2. Information gap & jigsaw activitiesInformation gap & jigsaw activities

3.3. Scripted dialogues, drama, & role-playScripted dialogues, drama, & role-play

4.4. Logic puzzlesLogic puzzles

5.5. Picture-based activitiesPicture-based activities

6.6. Physical actions in speaking lessonsPhysical actions in speaking lessons

7.7. Extemporaneous speakingExtemporaneous speaking

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Communicative TasksCommunicative Tasks

Motivation is to achieve some outcome Motivation is to achieve some outcome using the languageusing the language

Activity takes place in real timeActivity takes place in real time Achieving the outcome requires Achieving the outcome requires

participants to interactparticipants to interact No restriction on language usedNo restriction on language used

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Example Communicative TasksExample Communicative Tasks

Information gapsInformation gaps Jigsaw activitiesJigsaw activities Info gap raceInfo gap race SurveysSurveys Guessing gamesGuessing games

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Thank you

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http://www.righttrackreading.com

ReferencesReferences

http://is.muni.cz/th/104817/pedf_m/Use_of_Authentic_Materials_in_ELT.doc

http://www.asahi-net.or.jp/~nx6h-ykt/4skills.html

https://cte.jhu.edu/TeachingExceptionalCHildren-JC.pdf

http://www.decd.sa.gov.au/policy/files/links/Choose_use_booklet_FA.pdf