Above all we have to go beyond words and images and concepts. No imaginative vision or conceptual framework is adequate to the great reality” – Bede Griffiths

Making a difference in search for unique classroom materials to be able to maneuver students’ language engagement is a highly appreciated pedagogic move. This is an upshot of teachers’ creativity through eyeing appropriate resources of incomparable features that elicit thought-provoking instructions to enrich learners’ linguistic level for operative macro skills. It is a fact that speaking, listening, reading and writing require increasing grammar knowledge to communicatively serve. At this juncture, the main concern of this idea is to manipulate popular titles in a way that grammar are stimulated while the lesson’s theme is created through students’ constructed responses linked to titles contexts. In the real world, these may emerge from literary, fiction and non-fiction of varied genre and forms such as novels, fables, short stories, essays, biographies, poems, news, editorials, films, music, paintings, books, among others where they serve as arts’ driving power, to motivate audience’s or readers’ discoveries. They are the promises of any composition that are expressed literally or figuratively nevertheless lead to the establishment of common thoughts. In addition, it is recommended that teachers give backgrounds of the titles when considering these inputs. Background knowledge as operationally used in this model refers to the process of introducing what is behind a specific work which means that provision of surrounding information regarding a particular work triggers contextual comprehension and accentuates thematic responses absorbed between the lines by learners dependent upon the degree on how a language teacher activates them for possible grammatically rewarding outputs. It is also recommended that the derivation of themes should emanate from the students’ inferential skills activated by teachers’ motivation.

The worth- designing tasks

Language teachers can possibly perform these tasks in accordance to institutional curriculum mandates by relating them to their organizations’ academic practices stipulated under English language programs’ contents, course outlines, syllabi, delivery plans, time frame, expected learning outcomes, and assessment procedures. By doing so, incorporating this concept may establish feasibility to instructive interplay.

To appreciate the pedagogical purposes of incorporating these materials in language instructions, here are some postulated lessons that are to be exemplified through sequence components: (a) the title as a springboard, (b) theme (c) focus, (d) objective/s (e) facilitation of responses (f) probable alluded thematic responses, (g) implications to language study, and (h) stimulated allied lessons.

Lesson (1) one

a. the title as a springboard- play, Faust by Christopher Marlowe
b. theme – the rise and fall of one’s power, the evils power can do to human beings
c. focus – modification of titles through descriptions

d. objective-

Construct a title by providing a descriptive adjective before the stated noun of a single -word titled play.

e. facilitation of responses

The teacher monitors responses. It is suggested that all answers are to be classified according to the classes of words as they are cited before emphasizing adjectives. The teacher can encourage two-word adjectives before the noun.

f. probable alluded thematic responses

“Poor Faust,” “One Famous Faust,” “Once Powerful Faust,” “The Mightiest Faust,” ” Mighty Faust,” “Doomed Faust,” “Strong Faust,” “Unfortunate Faust,” “Pitiful Faust,” “Old Wicked Faust,” “Unsatisfied Faust,” and “Power-hungry Faust.”

g. implications to language study

It elicits arriving at appropriate order or sequence of adjectives or location of adjectives before nouns.

h. Stimulated allied lesson

May serve as an opener for a succeeding lesson on prepositions of time and place where titles formulated such as, ” The Most Wicked Faust of the Century,” “The Mightiest Faust at Midnight,” and “Condemned Faust in a Fast-moving Time,” “Doomed Faust in a Strange Land,” among others.

Lesson (2) two

(a) the title as a springboard-poem, The Road Not Taken by Robert Frost
(b) theme – there’s always an alternative to follow one’s dream/s.
(c) focus – vocabulary enrichment through rephrasing titles.

(d) objectives-

Rewrite the title through other words that mean the same. Apply figurative interpretations.

(e) facilitation of responses

Provide a background of the title.
Present the title for analysis to elicit responses.
The teacher uses guide questions.
Reemphasize the themes that may enable acceptable answers.

(f) probable alluded thematic responses

“The Overlooked Way,” “The Unheeded Road,” “The Path Untaken,” “The Forgotten Road,” “The Dreamer’s Road,” “The Road to Dreams,” and “The Hidden Way to Success.”

(g) implications to language study

Formed responses denote the subject of attaining dreams. It paves one’s ability to assign words to relate meanings by attaching suitable vocabularies as replacement while the main line’s idea is retained. It also caters to the understanding or literal and denotative meanings of statements or literal and figurative interpretations of lines.

(h) stimulated allied lessons

This title can further lead to the study of language points such as irregular verbs, prepositions, noun phrases, indefinite articles, and descriptive adjectives.

Lesson (3) three

(a) the title as a springboard- song, The Wind of Change from the Scorpion
(b) theme – unification among citizens of a country, removal of barriers, harmony
(c) focus – expansion of titles by using parts of speeches to form sentences

(d) objectives-

Expand the title by adding words from any classes to convey obtained meanings.
Manipulate content and functional words from Berita Sains parts of speech.

(e) facilitation of responses

Provide a background of the title.
Show labeled model examples.
The wind of change (given phrase) means (verb) emergence (noun) of
(preposition) peace (noun)

(f) probable alluded thematic responses

“The wind of change in Germany has finally surfaced. The wind of change in Germany emerges today. The strong wind of change is the removal of barriers. The blowing wind of change is a sign of renewal. The unified wind of change in Germany brings peace and harmony. This is the moment for the wind of change to emerge”

(g) implications to language study

This activity tests learners’ knowledge on how to expand ideas through the placement of words into grammatically accepted positions or orders. It further supports one’s prior knowledge of the parts of speech leading their ability to analyze the distinctions between function and content words in statements. It provides learners’ chances to support their responses based from the functions of the words in completing sentences and offers how to classify or label words that compose sentences as fundamentals to grammar knowledge.
(h) stimulated allied lessons
Provides prospects to discover that elements of sentences such as subject, verb, and object are generated from parts of speech. It also fetches learners how to determine the differences between a phrase, dependent clause and a sentence.

Lesson (4) four

(a) the title as a springboard- novel, A Passage to India by E. M. Forster
(b) theme- societal interactions, cultural relations
(c) focus – construction of phrases to change meanings by other vocabularies and the introduction of other forms of prepositions forming phrases

(d) objectives-

Replace the original preposition into another to change the title’s meanings. State the titles in different forms. Use other forms of prepositions to add prepositional phrases.

(e) facilitation of responses

Brainstorm meanings on major words that are present in the title to be used in phrases and to introduce prepositions with distinctions through their tabulated functions. It is suggested that different kinds of prepositions are tabulated demonstrating varied functions for easy comprehension.

(f) probable alluded thematic responses

British’s passage to India, British’s path to India, England’s passage to India, British visit to India, British return to India, the way to India, the route to India

a passage in India, a passage for India, a passage across India, and a passage next to India, the road between India and England, and a connection between England and India

(g) implications to language study

Students explore vocabularies by replacing the major words. Other than that, varied prepositions that form prepositional phrases are integrated to offer different meanings. It demonstrates that this type of phrase can be manipulated to complete statements in the normal or inverted forms when embedded in sentences, and the attainment of varied prepositions with different functions.

(h) stimulated Allied lessons

The initial answers from the first lesson provide further kinds of phrases which may lead to the formulation of gerund, participial, and infinitive phrases. For example, breaking passage to India by the British, colonized passage to India, broken passage to India, to cross the road to India, getting back to India, remembering the past by going to India, emancipating a passage to India, inviting passage to India, amazing British’s passage to India, British-established passage to India, welcome passage to India, and connecting the British to India from Britain.

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