1. Headsprout: Uses video lessons for step-by-step learning, covering phonemic awareness to advanced reading comprehension.

2. Starfall: Utilizes play-based interactive games and animated songs to make learning fun while aligning with Common Core standards.

3. Libby: A user-friendly app by OverDrive, allowing users to borrow and read books on the go.

4. SwapTales: Leon!: A unique app where children solve puzzles by swapping around the story's words, leading to different endings.

5. Tales2go: Offers over 10,000 audiobooks, promoting vocabulary growth and story interest.

Epic! Creations Inc. (n.d.). Fuel curiosity & reading confidence with Epic. [Video]. Epic - Books for Kids. https://www.getepic.com/

Featured apps — Peekaboo Studios. (n.d.). Peekaboo Studios. https://www.peekaboo.mobi/featured-apps

Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language teaching, 40(2), 97-118. https://www.cambridge.org/core/journals/language-teaching/article/abs/authentic-materials-and-authenticity-in-foreign-language-learning/1AE0DE71E691F3D738A8FC9825C07607

Headsprout. (n.d.). https://www.headsprout.com/

Intuary, Inc. (n.d.). FaRFaria - Get free children’s books & read stories. https://www.farfaria.com/

Joraboyev, B. B. O. (2021). Using authentic materials on english lessons. Academic research in educational sciences, 2(2), 1018-1025. https://cyberleninka.ru/article/n/using-authentic-materials-on-english-lessons

Starfall Education: Kids Games, Movies, Books & Music for K-5 and above. (n.d.). https://www.starfall.com/h/

SwapTales: Leon! (n.d.). Witty Wings. https://www.wittywings.fr/en/swap-tales-leon/

Tales2Go - LearningWorks for Kids. (2016, September 4). LearningWorks for Kids. https://learningworksforkids.com/apps/tales2go/

Vooks. (2023, December 21). Vooks - Storybooks brought to life with beautiful animation! Vooks - Storybooks Brought to Life! https://www.vooks.com/

Wanderful_Story_Book_Sampler. (n.d.). https://wanderfulstorybooks.com/wanderful_story_book_sampler

Atlantis Press, Proceedings of the 4th International Conference on Sustainable Innovation 2020, Grammar Teaching Materials: What Makes

Them Interesting?, PDF

1. Relevance: Utilizing contextualized materials allows learners to grasp the importance of grammar and vocabulary in practical situations. When presented within meaningful contexts, learners are more likely to comprehend and remember the language structures and words they are taught.

2. Authenticity: Authentic materials mirror genuine language usage, exposing learners to the subtle nuances and complexities of grammar and vocabulary in natural settings. This authenticity aids comprehension and helps learners internalize language rules and usage patterns.

3. Integration: Integrating grammar and vocabulary instruction within contextualized materials demonstrates how language elements collaborate in coherent communication. This approach promotes a comprehensive understanding of language, moving away from isolating grammar and vocabulary.

Incorporate a variety of authentic materials such as newspapers, podcasts, and videos.

Provide guidance and support for students to navigate and comprehend authentic materials.

Encourage critical thinking and interaction with authentic materials to deepen understanding.

Learning to use strategies effectively is crucial for meaning construction, as non-strategic readers often face reading difficulties that can impact their learning throughout life.

After stating the strategy, the teacher should choose a reading selection material. He should read the text carefully, and mark points where he can use strategy.

Description

Students can predict the text to make guesses about what will come next. When the students can use the strategy, they can predict before, and during the reading.

Demonstration

He should start by reading the selected text aloud. When he gets to his marked spot, stop, and begins to think aloud. He should tell the students that he has made a prediction.

In this phase, the teacher should tell the students that now they will take part in making predictions. He should continue reading aloud until he arrives at the next marked stop point.

Guided Practice

The teacher should lead the students into a guided practice of using the strategy. He should hand out the text selection to the students to read silently, and stop at designated spots to use the strategy.

Independent Use

In this phase, the teacher tells the students that they will be using the strategy they learned while they read silently.

Students should focus on teaching reading in the English language as a process, not as a product. There is a need for using new techniques for providing feedback to EFL learners in reading, such as peer-review, reading conferences, and self-correction.

-Grammar: Emphasizes explicit instruction of grammatical rules and structures. It focuses on memorization and practice through exercises.

-Vocabulary: Typically integrates vocabulary within the context of grammar lessons, often through word lists and rote memorization.

-Reading: Involves reading texts that exemplify the grammatical structures being taught.

Reference: Azar, BS (2002). Fundamentals of English Grammar. Pearson Education.

-Grammar: Grammar is taught in the context of communication. Emphasizes the use of language for meaningful communication rather than rote memorization.

-Vocabulary: Vocabulary is learned through real-life communication and contextual understanding.

-Reading: Reading materials are selected to promote communication skills and understanding of language in context.

Reference: Brandl, K. (2008). Communicative language teaching in action: putting principles into practice. Prentice Hall.

-Grammar: Grammar is taught as part of tasks or activities. Students engage in meaningful language use and grammar is learned incidentally.

-Vocabulary: Vocabulary is integrated into the tasks, focusing on the practical use of the language in the real world.

-Reading: Reading tasks are designed to achieve specific communicative objectives, allowing students to apply grammar and vocabulary in context.

Reference: Nunan, D. (2004). Task-based language teaching. Cambridge University Press.

-Grammar: Grammar is seen as the result of the way words are combined and placed. It emphasizes teaching chunks of language rather than isolated rules.

-Vocabulary: Focuses on teaching high-frequency chunks and collocations to improve fluency.

-Reading: Encourages students to notice and understand how words and phrases work together in authentic texts.

Reference:Dellar, H., & Walkley, A. (2016). Lexical teaching: principles and practice. Delta Publishing.

-Grammar: Grammar is embedded in the content of academic subjects or real-world topics.

-Vocabulary: Vocabulary is learned within the context of the topic being studied.

-Reading: Reading materials are related to the content being taught, making language acquisition more contextualized and meaningful.

Reference: Coyle, D. (2008). CLIL: Content and Language Integrated Learning. Cambridge University Press.

-Grammar: Grammar is acquired through reading and discussion, with a focus on comprehension.

-Vocabulary: Vocabulary is acquired in context and words are often learned through exposure to authentic texts.

-Reading: Reading is a central component and students actively interact with texts through discussion, summary and analysis.

Reference: Nuttall, C. (2005). Teaching reading skills in a foreign language. Heinemann.