Can you change one letter in each word to spell the name of a sport? (A bonus puzzle gives you a chance to change one letter to spell a kind of animal.)
Wing Wu describes techniques for helping students create AI-generated images of people and suggests various activities that make use of the images. The author uses step-by-step guides to explain how students get practice creating prompts, developing written and spoken descriptions, and collaborating.
The author uses real-life examples to show how the practice of Gentle Teaching can be applied in the language-learning classroom. Bellarina-Dung Nguyen explains the pillars of the approach and gives readers insight into how teachers can use it to create a classroom atmosphere that can promote learning for all.
Brittany Gnau uses the lyrics from a popular, traditional song, “Down by the Bay,” as the basis for a variety of activities that give students chances to think, rhyme, sing, dance, have fun ... and practice using English!
Author Florence Elizabeth Bacabac takes the reader through a series of detailed steps that demonstrate how to help students think (with a focus on cognitive awareness), talk (using communicative activities), and write (applying grammar in writing contexts. The author shows how digital tools can align with the principles of critical thinking and audience awareness.
Aaron Mermelstein offers a ready-to-use way to give students a chance to make decisions about projects that could improve their college campus. The challenge is that the budget cannot cover every project, so students must decide which projects to fund—and they must be ready to defend their decisions.
Learn how Claudia Andrade Serrano engaged her students with a place-based language-learning project that involved planting churqui-tree “seed bombs.” Students used English throughout the project, from making and planting the seed bombs to writing and sharing original poems about nature. The article, written by Susan Huss-Lederman, conveys the students’ enthusiasm and includes thoughts on how other teachers can try similar projects of their own.
Author Vanesa Polastri loves to give her learners stories (and other texts) that contain “gaps of indeterminacy”—that is, missing information that the learners must provide by using hints in the texts, their own knowledge, and their imagination. The author suggests ways the technique can be used for learners of different ages and language levels.
Laura Loder Buechel explores the many ways that scavenger hunts can add fun, movement, collaboration, and practical applications of knowledge to English language learning. The article includes detailed descriptions of different kinds of hunts, many of which are appropriate for young learners, and includes templates and ready-to-use ideas.
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